A document for educators to help them prepare their students to see the UMS Youth Performances of the Paul Taylor Dance Company and Grupo Corpo.

U M S Youth E ducatio n P rogra m
P au l T a y l or D a n ce C o m pa n y
+
G rupo C orpo
TEACHER RESOURCE GUIDE 2010–2011
GRUPO / TAYLOR
1
SUPPORTERS
The Andrew W. Mellon Foundation
University of Michigan
Anonymous
Arts at Michigan
Arts Midwestâ&#x20AC;&#x2122;s Performing Arts Fund
The Dan Cameron Family Foundation/Alan and Swanna Saltiel
CFI Group
Community Foundation for Southeast Michigan
Doris Duke Charitable Foundation Endowment Fund
DTE Energy Foundation
The Esperance Family Foundation
David and Jo-Anna Featherman
Forest Health Services
David and Phyllis Herzig Endowment Fund
JazzNet Endowment
W.K. Kellogg Foundation
John S. and James L. Knight Foundation
Masco Corporation Foundation
Michigan Council for Arts and Cultural Affairs
THE MOSAIC FOUNDATION [of R. & P. Heydon]
National Dance Project of the New England Foundation for
the Arts
National Endowment for the Arts
Prudence and Amnon Rosenthal K-12 Education Endowment
Fund
PNC Bank
Target
TCF Bank
UMS Advisory Committee
University of Michigan Credit Union
University of Michigan Health System
U-M Office of the Senior Vice Provost for Academic Affairs
U-M Office of the Vice President for Research
Wallace Endowment Fund
2
UMS 10-11
This Teacher Resource Guide is a product of the UMS
Youth Education Program. Researched and written by
Sarah Suhadolnik. Edited by Omari Rush.
Special thanks to Sue Budin, Tara Sheena, Pam Reister, the University of Michigan Museum of Art, Linda
Grekin, Mark Jacobson, and Michael Kondziolka for
their contributions, feedback, and support in developing this guide.
Cover Photo: Grupo Corpo Ima by Jose Luiz Pederneiras
U M S Y o u t h E D U C AT I O N P R O G R A M
Y O U TH P E R F O R M A N C E S E R I E S ( D A N C E )
PAUL TAYLOR DANCE COMPANY
Friday, October 8, 12 NOON – 1 PM • POWER CENTER
Grupo Corpo
Friday, January 21, 11 AM – 12 NOON • POWER CENTER
GRUPO / TAYLOR
Photo: Piazzolla Caldera by Paul Goode
3
TA B L E O F C O N T E N T S
Short on time?
If you only have 15 minutes to review this guide, just read the sections in black in the Table of Contents.
Those pages will provide the most important information about this performance.
Attending the YOUTH
PERFORMANCE
6 Coming to the Show
8 Map + Directions
9 The Power Center
10 Being an Audience Member
DANCE
12 Artistic Statement
13 Types of Movement
14 Dimensions of Movement
15 Performance
17 How to Watch Dance
18 Dance History
26 Visual Arts
4
GRUPO / TAYLOR
PAUL TAYLOR DANCE
COMPANY
29 The Company
30 Timeline
32 Paul Taylor
34 Why I Make Dances
by Paul Taylor
36 Dancers
42 Artistic Staff
43 Repertoire
45 What makes the PTDC Unique?
GRUPO CORPO
47 The Company
48 Timeline
51 The Pederneiras Family
52 Dancers + Artistic Staff
53 Repertoire
RESOURCES
55 National Standards
56 Curriculum Connections
58 Lesson Plans
60 Suggested Readings
61 Other Resources
63 Related Organizations
64 Bibliography
ABOUT UMS
66 What is UMS?
67 Youth Education Program
69 Contacting UMS
AT T E N D I N G T H E C O N C E R T
GRUPO / TAYLOR
Photo: Grupo Corpo Parabelo
5
D E TA I L S
COMING TO THE SHOW
We want you to enjoy your time with UMS!
PLEASE review the important information below about attending the Youth Performance:
TICKETS
TICKETS We do not use paper tickets
DOOR ENTRY A UMS Youth Performance
DURING THE PERFORMANCE At the
for Youth Performances. We hold school
staff person will greet your group at your bus
start of the performance, the lights will
reservations at the door and seat groups
as you unload. You will enter through the
dim and an onstage UMS staff member will
upon arrival.
front doors of the Power Center, which faces
welcome you to the performance and provide
Fletcher Street.
important logistical information. If you have
any questions, concerns, or complaints (for
instance, about your comfort or the behavior
ARRIVAL TIME Please arrive at the Power
USHER
of surrounding groups) please IMMEDIATELY
report the situation to an usher or staff member in the lobby.
Center between 10:30-10:50 AM (Grupo
Curpo) and 11:30-11:50 AM (Paul Taylor
SEATING & USHERS When you arrive at
Dance Company) to allow you time to get
the front doors, tell the Head Usher at the
seated and comfortable before the show starts.
door the name of your school group and he/
she will have ushers escort you to your block
of seats. All UMS Youth Performance ushers
PERFORMANCE LENGTH 60 minutes with
wear large, black laminated badges with their
no intermission
names in white letters.
DROP OFF Have buses, vans, or cars drop
off students on Fletcher Street in front of the
Power Center. If there is no space in the drop
off zone, circle the block until space becomes
AFTER THE PERFORMANCE When the
available. Cars may park at curbside metered
spots or in the visitor parking lot behind the
power Center. Buses should wait/park at
Briarwood Mall.
performance ends, remain seated. A UMS staff
BEFORE THE START Please allow the usher
member will come to the stage and release
to seat individuals in your group in the order
each group individually based on the location
that they arrive in the theater. Once everyone
of your seats.
is seated you may then rearrange yourselves
and escort students to the bathrooms before
the performance starts. PLEASE spread the
adults throughout the group of students.
NOTE: These logistical details are applicable to both
the Paul Taylor Dance Company Youth Performance
and the Grupo Corpo Youth Performance.
6
UMS 10-11
BUS PICK UP When your group is released,
SENDING FEEDBACK We LOVE feedback
ACCESSIBILITY The following services are
please exit the performance hall through the
from students, so after the performance please
available to audience members:
same door you entered. A UMS Youth Perfor-
send us any letters, artwork, or academic
• Wheelchair, companion, or other special seating
mance staff member will be outside to direct
papers that your students create in response
• Courtesy wheelchairs
you to your bus.
to the performance: UMS Youth Education
• Hearing Impaired Support Systems
Program, 881 N. University Ave., Ann Arbor,
AAPS
MI 48109-1011.
close to the Power Center on Fletcher Street
and in the parking structure behind the Power
Center on Palmer Drive. The first three levels
AAPS EDUCATORS You will likely not get
of the Palmer Drive structure have 5 park-
on the bus you arrived on; a UMS staff mem-
ing spots on each level next to each elevator.
ber or WISD Transportation Staff person will
put you on the first available bus.
PARKING There is handicapped parking very
There are a total of 15 parking spaces in the
NO FOOD No food or drink is allowed in
garage.
the theater.
WHEELCHAIR ACCESSIBILITY The Power
Center is wheelchair accessible and has 12
seats for audience members with special
needs.
LOST STUDENTS A small army of volunteers staff Youth Performances and will be
PATIENCE Thank you in advance for your
ready to help or direct lost and wandering
patience; in 20 minutes we aim to get 1,300
students.
people from buses into seats and will work as
efficiently as possible to make that happen.
BATHROOMS ADA compliant toilets are
available in the green room (east corner) of the
Power Center for both men and women.
ENTRY The front doors are not powered,
however, there will be an usher at that door
opening it for all patrons.
LOST ITEMS If someone in your group loses
an item at the performance, contact the UMS
Youth Education Program (umsyouth@umich.
edu) to attempt to help recover the item.
GRUPO / TAYLOR
7
E. H U R O N S T
D RO P - O FF Z O N E
S TATE S T
RA C KHA M
P OWER
PA L M ER D R IVE
PA R K
drop-off zone.
WA S HTEN AW AVEN U E
a spot is free in the
F L ET C H ER S T
THAYER S T
Circle this block until
E . LIB ERTY ST
H IL L
M A L L PA R KIN G &
WILLIA M ST
N. U N IVER S IT Y AVEN U E
CHURCH ST
MAP + DIRECTIONS
This map, with driving directions to the Power Center, will
be mailed to all attending educators three weeks before the performance.
MAP
8
UMS 10-11
VENUE
THE POWER CENTER
THE POWER CENTER for the Performing
was built to supply this missing link in
a new theater, realizing that state and
Arts grew out of a realization that the
design and seating capacity.
federal governments were unlikely to
University of Michigan had no adequate
provide financial support for the con-
proscenium-stage theater for the per-
In 1963, Eugene and Sadye Power,
forming arts. Hill Auditorium was too
together with their son Philip, wished to
struction of a theater.
massive and technically limited for most
make a major gift to the University. The
Opening in 1971, the Power Center
productions and the Lydia Mendelssohn
Powers were immediately interested in
achieved the seemingly contradictory
Theatre was too small. The Power Center
supporting the Universityâ&#x20AC;&#x2122;s desire to build
combination of providing a soaring
interior space with a unique level of
intimacy. Architectural features include
two large spiral staircases leading from
the orchestra level to the balcony and
the well known mirrored glass panels
on the exterior. The lobby of the Power
Center presently features two hand-woven tapestries: Modern Tapestry by Roy
Lichtenstein and Volutes (Arabesque) by
Pablo Picasso.
The Power Center seats approximately
1,300 people.
POWER CENTER
121 Fletcher St
Ann Arbor, MI 48109
Emergency Contact
Number:
(734) 764-2538
(Call this number to reach a UMS staff person or
audience member at the performance.)
University of Michigan, Power Center
GRUPO / TAYLOR
9
D E TA I L S
BEING AN AUDIENCE MEMBER
When preparing students for a
members from hearing. Often in large
on stage or whether they will miss
live performing arts event, it is impor-
rock concerts or in movie theaters,
something because of the sound and
tant to address the concept of “concert
the sound is turned up so loud that
movement you are making. Given this
etiquette.” Aside from helping prevent
you can talk and not disturb anyone’s
consideration, it’s often best to wait
disruptive behavior, a discussion of concert
listening experience. However, in other
until a pause in the performance (a
etiquette can also help students fully enjoy
concerts and live theater experiences,
pause of sound, movement, or energy)
the unique and exciting live performance
the sound is unamplified or just quite,
or to wait until the performer(s) bow to
experience. The following considerations
and the smallest noise could cause
the audience to share your enthusiasm
are listed to promote an ideal environment
your seat neighbor to miss an impor-
with them.
for all audience members.
tant line of dialogue or musical phrase.
Your Surroundings
• Concert halls and performing arts
venues are some of the most grand
and beautiful buildings you might ever
visit, so be sure to look around while
you follow an usher to your group’s
seats or once you are in your seat.
Movements or lights (from cell phones)
may also distract your audience neighbors attention away from the stage,
again, causing them to miss important
action...and there’s no instant replay in
live performance!
• At a performance, you are sharing the
physical components of the performance space with other audience
• UMS Ushers will be stationed through-
members. So, consider whether you
out the building and are identifiable
are sharing the arm rest and the leg
by their big black and white badges.
room in such a way that both you and
They are there to help you be as
your seat neighbors are comfortable.
comfortable as possible and if you
have a question (about the perfor-
• As an audience member, you are
mance, about where to go, or about
also part of the performance. Any
what something is), please ask them,
enthusiasm you might have for the
and don’t feel shy, embarrassed, or
performance may make the perform-
hesitant in doing so.
ers perform better. So, if you like what
you are seeing make sure they know it!
Sharing the Performance Hall
Maybe clap, hoot and holler, or stand
with Other Audience Members
up and cheer. However, when express-
• Consider whether any talking you do
during the performance will prevent
your seat neighbors or other audience
10
UMS 10-11
• Out of respect for the performer(s), if
you do not like some part of the performance, please do not boo or shout
anything derogatory. Remember, a lot
of hard work went in to creating the
performance you are watching and it
takes great courage for the performer
to share his or her art with you.
Share your Experience with
Others
• An important part of any performing
arts experience is sharing it with others.
This can include whispering to your
seat neighbor during the performance,
talking to your friends about what you
liked and didn’t like on the bus back to
school, or telling your family about the
performance when you get home.
More Information
• For more specific details about coming
ing your own personal enjoyment of
to the concert (start time, bathroom
the performance, consider whether
locations, length), see pages 6-8 of this
your fellow audience members will be
guide.
able to see or hear what’s happening
DANCE
GRUPO / TAYLOR
Photo: Grupo Corpo Ima 10 by Jose Luiz Pederneiras
11
UMS
A R T I S T I C S TAT E M E N T
In the book Anthropology of Dance,
the younger Paul Taylor, led the way to
Corpo performances give UMS audiences
Anya Peterson Royce labels dance “the
founding what can retrospectively be
opportunities to experience and celebrate
oldest of the arts.” She writes, “The
called the New York School of Dance.
contemporary dance thriving in another
human body making patterns in time
These choreographers both combined
region of the Americas: dance that will
and space is what makes dance unique
and rejected the rival influences of mod-
clearly remain important in the years to
among the arts and perhaps explains its
ern dance and ballet, notably the senior
come.
antiquity and universality.1”
choreographers Graham and Balanchine.
This season, UMS continues to celebrate
the vitality of this universal, living art
form while acknowledging the passing
of Merce Cunningham, legendary icon of
American modern dance.
Cunningham, dancer and revolutionary
choreographer, died July 26, 2009. A
performer until the end, Cunningham
appeared in every performance given by
the Merce Cunningham Dance Company
until the age of 70.
According to his obituary, Cunningham
was close to the founding members of
the New York Schools of Music, Painting and Poetry. “Mr. Cunningham
himself, along with Jerome Robbins and
They absorbed aspects of ordinary
pedestrian movement, the natural world
and city life. They tested connections
between private subject matter and theatrical expression. And they re-examined
the relationship between dance and it’s
Both the Paul Taylor Dance Company
and Grupo Corpo present daytime UMS
Youth Performances for K-12 school audiences on the 10/11 Youth Performance
Series. Beyond the opportunity they bring
to watch beautiful dance, they also bring
sound accompaniment.2”
with them traditions from the past and
UMS’s 10/11 dance series is bookended
the diverse spirit of the Americas, the
with performances from the Paul Taylor
possibilities of human expression, and the
Dance Company (including a daytime
products of a life dedicated to study.
gestures towards the future that reflect
Youth Performance) and the Merce Cunningham Dance Company, which will
dissolve upon completion of its 10/11
legacy tour. In addition to recognizing
the importance and influence of these
iconic figures in the history of modern
dance, the energy and intensity of Grupo
1 Anya Peterson Royce. The Anthropology of Dance. (Indiana: Indiana University Press, 1977), 26.
2 Alastair Macaulay. “Merce Cunningham, Dance Visionary, Dies” The New York Times, July 27, 2009. http://www.nytimes.com/2009/07/28/arts/
dance/28cunningham.html
12
GRUPO / TAYLOR
DANCE
TYPES OF MOVEMENT
While, over time, dance has taken a number of different forms in a number of different social and artistic contexts, the “patterns in time and space” created by the dancer or dancers involved are essential to the artistic impact of the dance on its audience.
Choreography is the series or combination of movements that creates these fundamental patterns. Like words in a sentence, the
individual movements are just as important as the product of their combination. In dance there are many different types of movement. Here are some options to explore as you think about dance.
T YPE
DEFINITION
An even release of energy that stays constant, either fast or slow but not both.
SUSTA IN ED
PERCU SSIVE
SWIN GIN G
SUSPEN D
COLL A PSE
EXPLOD E
Usually sustained movement feels best when it uses a large range of space and a
slow time. But changing any one element changes the quality.
Sudden short bursts of energy that start and stop quickly.
A drop of energy into gravity that sustains and follows through.
This is the movement at the end of a swing, before gravity takes over.
A sudden and complete release of energy, like fainting. You can have partial
collapse of the body like head, shoulders, arms, etc.
The opposite of collapse. Exploding requires gathering all of one’s energy then
letting it burst forth in one huge sudden action with the whole body.
GRUPO / TAYLOR
13
ABOUT
DIMENSIONS OF MOVEMENT
When watching dance, one can analyze the movement by breaking them down into the following key elements, easily remembered with the acronym BEST: Body, Energy, Space, and Time.
BODY
PAR TS
Head, neck, torso (hips, abdomen, shoulders, back), arms and elbows, hands and
wrists, fingers, legs, knees and feet (ankles and toes)
Isolation
Movements restricted to one area of the body such as the shoulders, rib cage or
SHAPES
hips; isolations are particularly prominent in jazz dance.
Curved, twisted, angular, small/large, flat/rounded
(Non-locomotor: Movements organized around the spine of the body)Stretch,
ACTION S
bend, twist, rise, fall, circle, shake, suspend, sway, swing, collapse or (Locomotor:
Movements that occur when a dancer moves place to place) walk, run, leap, hop,
jump, gallop, skip, slide
ENERGY
FORC E
WE IGH T
STREN GTH
FLOW
Smooth or sharp
Heavy or light
Tight or relaxed
Sudden or sustained, bound or free
SPACE
LEVEL
DI REC TION
SIZE
DESTIN ATION
PATH WAYS
FOC U S
Low, middle, high. The height of the dancer in relation to the floor.
Forward, backward, up, down, sideways
Large or small
Where a dancer moves
Patterns made with the body on the floor and in the air
Where a dancer looks
TIME
Rhythm
Speed
Accent
Duration
Phrases
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GRUPO / TAYLOR
Pulse, beat
Time or tempo
Light or strong emphasis
Length
Dance sentences, patterns and combinations
DANCE
PERFORMANCE
CHOREOGRAPHY
PERFORMANCE
SETTING THE SCENE
Different dance styles, or genres, use
Dancer as Character
Space
different styles of movement, sometimes
To be able to convey these larger nar-
The space in which a dance is performed
called dance vocabularies. Ballet, for
ratives or themes, choreographers can
is almost as important as the choreogra-
example, uses a dance vocabulary that is
assign certain characters or ideas. When
phy used to create it. Depending on the
very different from the dance vocabulary
choreographing in this way, there are dif-
intent of the choreographer, a dancer’s
used in tap. Individual choreographers
ferent techniques a choreographer might
position in the dance space can define
can use their own signature style of
use to convey this characterization.
the relationship between characters or
pre-existing dance vocabularies, the way
Grupo Corpo uses its own signature style
of contemporary ballet, or invent their
own dance vocabulary, the way Paul
Taylor and other modern dance choreographers typically do.
It is important to remember that choreographers have different motivations for
creating a dance, which can include any
Specific movements: Sometimes characters do the same movement in differ-
Symbolic Hotspots: Certain positions
individual personality.
on stage can carry symbolic meaning.
Costumes: Depending on the type of
choreography, a dancer’s costume can
help define their character or role in the
dance’s narrative, or it can elaborate the
of the following:
• to tell a story through their movement
pher a dancer’s costume, it is important
• to design beautiful, geometric, or
sequentially connected “dance images.”
to remember that it is often the product
• to create a physical expression of sound
dances plot or overall message.
ent ways to give you a sense of their own
“dance image” the choreographer is
• to explore larger abstract themes, such
as love, or relationships
define the dancer’s relationship to the
trying to create. When trying to deci-
of a compromise between who or what
the dancer is meant to represent and the
dancer’s ability to move freely.
Props: In dance, a prop can serve a
number of different functions. Props can
further define a dancer’s character/role,
add to the scenery, or help to establish a
particular mood. Dance props are often
symbolic and not necessarily meant to be
what they look like.
This can be as simple as taking advantage of where people naturally look to
emphasize certain events or movements
over others. It can also be as complex as
assigning different meanings to different
parts of the stage. The different sides of
the stage can represent good or evil for
example, characterizing the action that
occurs in those places or assigning certain traits to the dancers that enter and
exit from these respective sides.
Setting
Any sort of set, from the realistic to the
abstract, sets up a restraint on the space,
confining or controlling the dancer’s ability
to move. As a result, a choreographer’s
decision to use a set is deliberate. Choreographers can use sets to define the larger
setting of their dance or they can use a
set more like a prop, using it to define
GRUPO / TAYLOR
15
Lighting
The work of other choreographers is
composers like Johann Sebastian Bach or
In addition to sets, lighting plays an im-
more dependent on the music they have
John Adams, popular music of Michael
portant role in creating the larger setting
chosen. For example, Rodrigo Pedernei-
Jackson, or just pure sound effects. In his
for a dance performance; often chore-
ras, the choreographer for Grupo Corpo,
autobiography Private Domain, Paul Tay-
ographers use lighting primarily to guide
starts choreographing a new piece by
lor describes the diversification of musical
what the audience is looking at. In ad-
picking the music he will use – focusing
accompaniment used for dance in this
dition to this fundamental purpose, they
on the feelings that are conveyed by the
way. “If dance could be broadened to
can also use lighting to create shadows
music he has chosen. From that point
include everyday moves,” Taylor writes,
and achieve other effects that contribute
on, he concentrates on translating the
“so could its accompaniment.”
to characterization and/or create certain
music into movement – uninterested in
moods. For example, depending on how
speech or mime. For Pederneiras, chore-
it is used, low lighting can signify a dark
ography is all about creating movements
or evil character, or it can set a generally
and patterns that echo sounds, shapes,
dark or sinister mood.
and feelings that are created by the music he is using.4
Music
Depending on the type of dance and in-
For other choreographers, like Paul Taylor,
dividual choreographer, music can define
the relationship between dance and mu-
the form and structure of the dance, exist
sic can fall somewhere in between these
as an entirely separate entity indepen-
two models. In his dance pieces, the
dent of the dancer’s movement, or fall
relationship between dance and music
somewhere in between.
can fall in and out of phase, striking a
The relationship between the dance and
the music in Cunningham’s work for example is one of coexistence. He typically
rehearsed his dancers without music, so
middle ground between the type of relationship between music and dance that
is represented in Cunningham’s work and
that of Pederneiras’s work.
that they would hear it for the first time
Choreographers of modern and con-
during the performance. "He manipu-
temporary dance also experiment with
lates movement for movement’s sake,
different types of music when they
making it nonlinear and random. "
choreograph: some use the art music of
3
3
4
5
16
Kassing, 244.
Wilcke
Taylor, 77.
UMS 10-11
DANCE
H O W T O WAT C H D A N C E :
BEFORE, DURING, AFTER
There are many different ways to watch a dance performance.
Here are some things to think about before, during, and after the show.
BEFORE: THINK ABOUT WHAT YOU
DURING: SUGGESTIONS FOR
ALREADY KNOW
WATCHING DANCE
You have probably experienced dance
You don’t have to have any special
in your everyday life, as dance exists in
training or previous experience to watch
many forms beyond the formal stage.
dance. You will be taking in information
Before attending the performance,
with all your senses – your eyes, your
answer these questions to explore your
ears, even your muscles. You may be
feelings about dance—and there are no
fascinated with the physical activity you
"right" answers:
see, the music, the production elements
• What is dance?
• Have you ever attended a performance before? If so, what type of
performance and what was your
experience? If not, what do you think
this performance will be like?
• What do you think are the differences
between going to a sports event and
attending a play; or listening to the
radio and going to a concert? What
do you think the differences will be
between going to a dance performance and attending a play?
• Where have you seen or experienced
dance (for example, at school dances,
in their neighborhoods, on MTV, in
movies, etc.)? What was the experience like?
• What are the technical properties
in the dance? What kind of space is
being used? What are the shapes and
designs being made?
• How does the movement make you
feel?
AFTER: SHARING YOUR
INTERPRETATION
(lighting, costumes, props), or with a
After the performance, feel free to
“story” the dancers convey (or at least
discuss your thoughts with others, but do
that you think they are conveying).
not be disturbed if you find that oth-
Every piece of choreography has a reason
for being. Dances may be celebrations,
tell stories, define moods, interpret
poems, express emotions, carve designs,
ers have a different reaction than yours.
Think about these questions to reflect on
your experience watching dance:
• Was it fun to watch?
visualize music, or simply explore
movement. As you watch a dance, a
story may occur to you because of a
past experience. However, not all dances
relate to stories and the movement
sequences do not have to make literal
sense. Allow any images and personal
feelings to pop into your mind.
• Did the dance remind you of experiences in your own life?
• Did the choreography inspire you
to express yourself – write a poem,
draw a picture, or make up your own
dance?
You may want to ask yourself some
questions as you watch:
• How are each of your senses experiencing the dance? What do you see?
What do you hear? What are the
dancers actually doing?
GRUPO / TAYLOR
17
ABOUT
DANCE 101:
A C rash C ourse in D ance H istory
Dance is a type of dynamic social expression that, over time, has taken many forms. Sometimes dance is a mode of
community communication, marking significant community events, such as births, marriages, or funerals. Other times dance is
employed as a means of spiritual expression, used in ritualistic events like those that are used for healing or ancestor worship.
Dance is also a mode of entertainment that can bring people together in an entirely different way. In this form dance can be used
to demonstrate social status, as it did in the royal courts of late 16th and 17th century Europe. It can also be used to challenge social
norms, in the way that provocative dance crazes like the Twist have.
Last, but not least, dance is an art form that shows its audience the inherent beauty of bodies in motion. Be it in classical modes of
â&#x20AC;&#x153;theatrical dance,â&#x20AC;? like ballet, stylized forms of everyday movements, or bold new ways of movement that challenge our preconceived notions of what dance represents, dance can both celebrate and critique the nature of our human experience.
18
UMS 10-11
GRUPO / TAYLOR
Photo: LIBRARY OF CONGRESS - Unidentified dancer
19
Photo: A Cadet Hop at West Point
CONTEMPORARY VS. MODERN
A BRIEF INTRODUCTION TO MODERN
This new form of dance “did not simply
DANCE
DANCE HISTORY
appear at the turn of the century.” In-
Distinguishing between modern dance
As with all history, particularly in the case
companies and contemporary dance
of such an enduring and dynamic art
companies can be difficult. Modern
form as dance, it would be impossible to
dance companies, like the Paul Taylor
go through the entire history of modern
Dance Company, are typically companies
dance in one sitting. The following out-
whose legacies are associated with the
line highlights certain key concepts and
late 19th and 20th centuries. These com-
events in the history of modern dance,
panies promote and create within the
with the hope of enhancing appreciation
framework of their founding choreogra-
of the type of dance performances on
pher’s movement legacy. Contemporary
the UMS Youth Performance Series.
dance companies like Grupo Corpo,
on the other hand, become adept in a
number of different styles of choreography, exploring both modern and classical
styles of dance.
Developed in the U.S and Europe in
the 20th century as a reaction to the
restrained, technical style employed by
classical ballet, modern dance choreographers continually experiment with
While this distinction explains the
new styles of movement, often develop-
variation in repertoire that exists among
ing their own unique dance techniques.
modern and contemporary companies
Whereas classical ballet restricted
that are still active today, historically, con-
expression because choreography had to
temporary and modern dance companies
adhere to a specific form, modern dance
share the history of modern dance.
focused more on expression.
20
UMS 10-11
stead, this new trend in dance represented the synthesis of a number of different
events that occurred in the years leading
up to the start of the new century. The
stories of these choreographers show
how they pushed the limits of the question of what is dance, and illustrate the
fact that it is okay to have many different
points of view on the subject of dance.
Keep in mind that this only represents a
small fraction of the numerous choreographers involved in modern dance.
Photo: Afternoon of a Faun /dancer: det.: Nijinsky and nymphs
The Founders of modern dance were
Isadora Duncan (1878-1927) Heavily
Ruth St. Denis (1880-1968) Ruth St.
all influenced by the idea that dance did
inspired by Loïe Fuller, Isadora Duncan
Denis formed the Denishawn Company
not just have to be a momentary diversion
choreographed dance that grew out of
(1915) with her pupil and husband, Ted
of entertainment and that it could move
her personal responses to music empha-
Shawn. Denis’s use of exoticism coupled
audiences in a deep and serious way. In
sizing flow, symmetry, and the realization
with her ability to make dance widely
the beginning, they often compromised
of the beauty of simple movements in
appealing to the American public made
their artistic beliefs to gain a following;
her choreography. She sought a new kind
St. Denis and Denishawn successful. The
the later founders rebelled much more
of movement language, extending the
dominant dance company of the 1920s,
strongly against their traditional ballet
role and range of the dynamic elements
Denishawn was the training ground for
roots.
in movement, making it organic rather
Martha Graham, Doris Humphrey, and
than merely decorative.7
Charles Weidman, among other important
Loïe Fuller (1862-1928) Loie Fuller was
figures in the history of modern dance.
a self-taught dancer, noted for improvisa-
Maude Allen (1873-1956) Just like
tory performances in which she would
Isadora Duncan, many of Maude Allen’s
Ted Shawn (1891-1972) Shawn’s empha-
manipulate a filmy silk dress into shapes
works were the result of her appreciation
sis on the male dancer and establishment
through her dance. Fuller was also a major
of music. The two actually engaged in
of one of the first all male companies in the
innovator with interest in all aspects of
brief conflict during which Duncan ac-
early 20th century was a significant develop-
theater using material and lighting ef-
cused Allen of imitating her art, but the
ment in the early years of modern dance.8
fects to enhance her choreography. Her
problems were resolved quickly. Allen
works were forerunners of mixed media
liked to call her style “dramatic dancing.”
6
performances.
6
7
8
Kassing, 184
Kassing, 185.
Kassing, 187
GRUPO / TAYLOR
21
Photo: Ballet Russes Rite of Spring
In the early 1930’s, schools like
The Federal Theatre Project (FTP) was
Mary Wigman (1886-1973) Important
the Denishawn School and the Duncan
the largest and most ambitious effort
figure in the history of German expres-
Dance School were incubators for the
mounted by the Federal Government to
sionist dance. She used mythical subjects
development of the first generation of
organize and produce theater events. It
that emphasized a bond with nature
American modern dance artists and
was an effort of the administration of
while developing a style that evolved
choreographers, which included dancers
President Franklin Delano Roosevelt to
from muscular tension and release.
like Martha Graham and Doris Humphrey.
provide work for unemployed profes-
“This first generation of dance artists
sionals in the theater during the Great
ushered in a new era of experiments that
Depression. The FTP was administered
were to emerge as modern dance. ” The
from Washington, D.C., but its many
uncertain political climate led choreogra-
companies stretched the full breadth
phers to comment on events in contem-
of the nation. It functioned from
porary society, hoping to convince audi-
1935 to 1939 when its funding was
ences and critics that their work was a
terminated. In that brief period, it was
legitimate dance form.10” The inspiration
responsible for some of the most in-
for these choreographers came from folk
novative staging of its time. While the
legends, social protests, and theatrical ex-
primary aim of the FTP was the re-em-
pressions of culture and ethnicity. These
ployment of theater workers on public
choreographers made artistic statements
relief rolls, including actors, directors,
through American modern dance that
playwrights, designers, vaudeville art-
were both individual and collective.11
ists, and stage technicians, it was also
9
hoped that the project would result in
9
10
11
12
13
22
Kassing, 204
Kassing, 204
Kassing, 205.
http://lcweb2.loc.gov/ammem/fedtp/fthome.html
Foster, 30
UMS 10-11
the establishment of theater so vital to
community life that it would continue
to function after the FTP program was
completed.12
Martha Graham (1894-1991) To this
day, Martha Graham remains one of the
most well-known modern dancers. Her
contraction-and-release technique has
become one of the most widely taught
modern styles in the U.S. Developing a
company as she built a repertory, Graham
has explored a number of different themes,
“evaluating their personal relevance but
also their universal significance.”
“To perform the role of a character
in Graham’s dances, the dancer must
find the experience of that character in his or her own psychological
life, grow into that experience, and
become completely identified with the
character.13”
Photo: 42nd Street
In the 1940’s and 1950’s modern
Modern dance in the 1960’s was
used chance determination, in which parts
dancers and their companies saw their
an abrupt change from what had been
of choreography would be determined by
reputation and notoriety grown within
established by previous generations.
random methods, such as a coin toss.
outside of the U.S. borders.14 “In the
Choreographers began to explore what
postwar period, the earlier simple, stark,
was happening in other contemporary
Paul Taylor (b. 1930) Paul Taylor has
group modern dance performances
arts: the use of chance, serial, and elec-
created an outstanding repertory of antic
became more elaborate, produced with
tronic music; “happenings;” and theatri-
wit and hard reality. Taylor scrutinizes the
costumes, commissioned music, and set
cal experiments. These choreographers
epic and the everyday with tough inno-
décor. Most modern dance companies
were more concerned with movement
cence and athletic vigor. His company has
were small; they rehearsed quickly, per-
and its performance than communicating
served as a training ground for notable
formed, and then dissolved until it was
emotional themes or narratives.
choreographers such as David Parsons
time to prepare for the next year’s performance. New choreographic approaches,
techniques, themes, and styles branched
out from this generation of choreographers who took their places alongside
the pioneers. Meanwhile, as the Cold
War grew colder, the U.S. government
used modern dance to create a national
awareness of American arts by sending
artists around the world.15”
José Limón (1908-72) Born in Mexico
and brought up in the U.S., Limón joined
the Humphrey-Weidman company
(1930-40) and organized his own troupe
after World War II. His dance possessed
a unique lyricism due to a technique of
fall and recovery, in which one gives in to
gravity and then rebounds off the ground.
This technique is often taught as a coun-
and Twyla Tharp.
These new dance forms were also presented in new, outdoor and indoor, environ-
Alvin Ailey (1931-89) Showcasing his
mental performing spaces like museums,
versatility of style, Alvin Ailey choreo-
parks, gymnasiums, rooftops, and other
graphed for Broadway in addition to his
cityscapes. Because rents for theaters and
work in both ballet and modern dance.
other performance venues continued to
As a choreographer, Ailey was known for
escalate, dance was often presented in
his exploration of the Black experience in
lofts, warehouses, and garages.
America in his work.
Merce Cunningham (1919-2009) As
Twyla Tharp (b. 1941) The choreogra-
one of the first to challenge the founding
phy of Twyla Tharp has used a strong,
principles of modern dance, Merce Cun-
rhythmical use of the lower half of the
ningham initially worked with the Martha
body, while the upper half possesses
Graham dance company, only the second
a throwaway and rambling look. She
male to do so. He formed his own com-
is classicist in structure, yet her dance
pany after leaving Graham and increas-
utilizes the body language of a graceful
ingly used an approach which focused on
athlete. Tharp has choreographed for
pure movement without a story, character,
numerous styles of music ranging from
or dramatic mood. He also frequently
jazz to popular to classical.
terbalance to Martha Graham’s technique.
14 Kassing, 224.
15 Kassing, 224.
GRUPO / TAYLOR
23
Photo: Merce Cunningham
The 1960’s and 1970’s both Ameri-
The 1980’s and 1990’s a second
can culture and American dance were
generation of postmodern choreogra-
experiencing radical shifts that chal-
phers set upon exploring the possibilities
lenged norms and traditions as well
of dance and the lens through which it is
as conventional modes of expression.
created. Mathematics grew as an artistic
The Balanchine-Graham collaboration,
tool, some performances moved to non-
Episodes, though not an enduring work,
traditional outdoor spaces, and pedestri-
was a fuse for the changes that began
an, folk, and highly repetitive movements
in the 1960’s and continued through the
were incorporated in to work.17
1970’s. American ballet and modern
dance underwent changes that shook
Garth Fagan (1940 - ) Fagan studied
their foundations. Societal issues and
with Primus, Limón, Ailey, and Graham,
arts movements exploded, and ballet ac-
among other famous dance greats.
quired a thirst for contemporary subjects
“After founding and dancing with several
and passing fads, along with an aware-
companies in Detroit, in 1970 he joined
ness of what was happening in modern
the faculty at the State University of New
dance. These changes brought new
York and began teaching dance classes
audiences to ballet, as did touring and
for youths from the streets of nearby
television exposure.16
Rochester.18“ “Fagan’s style is a unique
blend of modern dance, jazz, and AfroCaribbean forms with some subtle ballet
influences.19”
16 Kassing, 254
17 Kassing, 267
18 Kassing, 268
19 Kassing, 268.
24
UMS 10-11
"The most brilliant scientific discoveries
will in time change and perhaps grow
obsolete, as new scientific manifestations
emerge. But art is eternal, for it reveals the
inner landscape, which is the soul of man."
â&#x20AC;&#x201C; from I am a Dancer, Martha Graham
GRUPO / TAYLOR
25
CONNECTIONS
VISUAL + PERFORMING ARTS
The following works of art are part of the University of Michigan Museum of Art collection.
Look at the images on
pages 26 and 27 and
consider the
following:
How does each artwork express movement or dance?
How might each piece relate
to the work of Paul Taylor
Dance Company or of Grupo
Corpo?
How are the two images alike
or different?
How would you interpret each
artwork as a real life dance
move?
Max Ernst (German, 1891-1976)
Dancers (Danseuses)
1950
Lithograph
Museum Purchase made possible by the
Friends of the Museum of Art, 1987/1.264
26
UMS 10-11
Mark Bressler (American, born 1951)
Spirit Dancer
2001
Madrone burl
Gift of Robert M. and Lilian Montalvo Bohlen,
2003/2.79
GRUPO / TAYLOR
27
UMS Youth PERFORMANCE
PAUL Taylor dance company
PAUL TAYLOR artistic director • Friday, October 8, 12 NOON – 1 PM • POWER CENTER
Sponsored by the David and Phyllis Herzig Endowment Fund and the Prudence and Amnon Rosenthal
K-12 Education Endowment Fund.
Funded in part by the Wallace Endowment Fund and
by the National Endowment for the Arts as part of
American Masterpieces: Three Centuries of Artistic
Genius.
28
10-11by Tom Caravaglia
Photo:UMS
Also Playing
ABOUT
T H E C O M PA N Y
Founded in 1954, the Paul Taylor
musicality and diverse creations have
and Alex Katz as well as with the famous
Dance Company has become one of the
become staples of American modern
Tiffany and Co. designer, Gene Moore.
greatest modern dance companies in
dance. In addition to Esplanade, he has
The National Book Critics Circle nomi-
America; the company has performed in
won international acclaim with his mas-
nated his biography, Private Domain,
more than 520 cities in 62 countries and
terworks, including Aureole, Le Sacre du
for the most distinguished biography of
has represented the U.S. at arts festivals
Printemps (The Rehearsal), Musical Offer-
1987, and the feature film documentary
in more than 40 countries. Founder and
ing, Airs, Speaking in Tongues, Company
created on his company, Dancemaker,
artistic director Paul Taylor has been the
B, Piazolla Caldera, Promethean Fire,
was nominated for an Academy Award
recipient of every major honor given to
Beloved Renegade, and, most recently,
in 1998. His impact on the world of
artists in the U.S. for his choreography,
Brief Encounters. He has collaborated
American modern dance is comparable
including the Kennedy Center Honors
with important American painters such
to other notable choreographers such
and an Emmy. His distinct use of gestural
as Robert Rauschenberg, Jasper Johns,
as Merce Cunningham, Martha Gra-
movement has become a trademark of
ham, Jose Limón, and Doris Humphrey.
his choreography and characterizes his
However, the true scope of Paul Taylor’s
most famous work, Esplanade, set to mu-
career is seen in his dances, ranging from
sic by Johann Sebastian Bach. His singular
outrageously humorous to purely romantic to disturbingly tragic; he has proven
time and time again that he is one of the
prolific choreographers of the last fifty
years and, undoubtedly, the next fifty
years as well.
Photo: Also Playing by Tom Caravaglia
GRUPO / TAYLOR
29
ABOUT
C O M PA N Y H I S T O R Y: T I M E L I N E
“More often than not, the kind of dance we work on together
turns out to be dependent on these different dancers as individuals.
Sometimes their limitations are as interesting as their strong points.
The finest choreography in the world does not mean a thing if the
dancers are not suited to it and they look terrible.20” —Paul Taylor
1954
1957
1965
Taylor assembles a small company of
Dances by Paul Taylor, Taylor’s first full
Paul Taylor choreographs From Sea to
dancers and begins choreographing his
evening performance of his own chorog-
Shining Sea, the first of a series of works
own works. Jack and the Beanstalk, Tay-
raphy, is performed at the Kaufmann
based on American themes and the first
lor’s first professional work and collabora-
Concert Hall in New York City. Seven
in a series of collaborations with designer
tion with artist Robert Rauschenberg, is
New Dances, a piece from this program,
John Rawlings. In addition, the Paul Tay-
premiered.
provokes Louis Horst’s famous blank
lor Dance Company tours South America
review.
on its first of eleven tours as goodwill
1955
Taylor joined the Martha Graham Dance
1960
Company as soloist while continuing
Taylor’s dance company makes its first
to choreograph on his own troupe. He
international tour. Meridian, Tablet, 3
would dance with the Martha Graham
Epitaphs, Rebus, and Circus Polka are
Dance Company for seven years.
danced at Italy’s Spoleto Festival. While
ambassadors under the auspices of the
U.S. State Department. The Company
also gets its first Music Director, Simon
Sadoff.
1966
at Spoleto, Taylor is invited to create The
The Paul Taylor Dance Foundation is
White Salamander for the Netherlands
established to preserve Taylor’s repertoire
Ballet, using the pseudonym George H.
while bringing it to the largest possible
Tacet, Ph.D for the first time.
audience and supporting the continued
creation of more dance works.
30
UMS 10-11
1974
1992
1996
After the New York premiere of American
Taylor receives an Emmy Award for
The Paul Taylor Dance Company performs
Genesis (Taylor's first full-evening work)
Speaking in Tongues, produced by
for the first time in the People’s Republic
at the Brooklyn Academy of Music on
WNET/13. He also receives the Kennedy
of China.
March 14, Taylor retires as a performer,
Center Honors for “enhancing the lives
devoting himself fully to choreography.
of people around the world and enrich-
1980
Taylor receives the Dance Magazine
Award while Le Sacre du Printemps (The
Rehearsal) is seen by many as a landmark
approach to the renowned Stravinsky
score.
ing the culture of our nation.” In addition, John Tomlinson, General Manager
for the Paul Taylor Dance Company, joins
the organization.
1993
Taylor is awarded a National Medal of
1985
Taylor receives a MacArthur “Genius”
Award. Bettie de Jong, Company member since 1962, retires from dancing but
remains Rehearsal Director.
1987
Paul Taylor’s autobiography, Private Domain, which has since been nominated
for the National Book Critics Circle Award
in Biography, is published for the first
time. It is now in its third edition.
Arts by President Bill Clinton at the White
House. Taylor also forms Taylor 2, now
directed by Linda Hodes, bringing many
of his masterworks to smaller venues
around the world. Taylor 2 also teaches
1999
Dancemaker, a film that documents the
experience of the Paul Taylor Dance Company’s trip to India, is nominated for an
Academy Award for best documentary
feature film of 1998.
2004-2005
Paul Taylor’s works were performed in all
50 States in celebration of the Paul Taylor
Dance Company’s 50th Anniversary.
2005
modern technique and Taylor style in
schools and workplaces, at community
Taylor wins the Association of Perform-
gatherings, and during annual workshops
ing Arts Presenters Award of Merit for
for pre-professional dancers.
Achievement in the Performing Arts,
1995
Taylor receives the Algur H. Meadows
and the Americans for the Arts Life Time
Achievement Award.
2008
Award for Excellence in the Arts, for
work that “endures as some of the most
Taylor is awarded an honorary doctorate
innovative and important the world has
by Adelphi University, with previous doc-
ever seen.” He is also named one of
torates awarded by California Institute
Taylor is elected Honorary Member of the
50 prominent Americans honored in
of the Arts, Connecticut College, Duke
American Academy and Institute of Arts
recognition of their outstanding achieve-
University, The Julliard School, Skidmore
and Letters.
ment by the Library of Congress’ Office
College, Syracuse University, and the
of Scholarly Programs.
State University of New York at Purchase.
1989
20
Paul Taylor, “Down With Choreography” in The Modern Dance: Seven Statements of Belief
GRUPO / TAYLOR
31
PEOPLE
Paul Taylor
paul Taylor was born in 1930 and grew up in and around Washington, D.C.
He was a swimmer and student of painting at Syracuse University in the late
Taylor has received every important
1940s until he discovered dance, which he began studying at The Juilliard School.
honor given to artists in the United
He is now the last living member of the pantheon that created America’s indig-
States:
enous art form, modern dance. At 80 – an age when most artists’ best work is
behind them – Taylor continues to win acclaim for the vibrancy, relevance and
• the Kennedy Center Honors
power of his recent dances as well as his classics. As prolific as ever, he continues
• an Emmy Award
to offer cogent observations on life’s complexities while tackling some of society’s
thorniest issues. He may propel his dancers through space for the sheer beauty of
it, or use them to wordlessly illuminate war, spirituality, morality, and mortality.
People in cities and towns throughout the world have enjoyed live modern dance
performances due largely to the far-reaching tours Taylor pioneered as a virtuoso
dancer in the 1950s. Having made his first dance in 1954, he has amassed a
growing collection of 132 dances performed by his celebrated company of 16
• the National Medal of Arts
• the Algur H. Meadows Award for
Excellence in the Arts
• one of 50 prominent Americans honored in
recognition of their outstanding achievement by the Library of Congress’s Office of
Scholarly Programs
dancers and the six-member Taylor 2. He has set movement to music so memo-
• three Guggenheim Fellowships
rably that for many people it is impossible to hear certain orchestral works and
• honorary Doctor of Fine Arts degrees from
California Institute of the Arts, Connecticut College, Duke University, The Juilliard
School, Skidmore College, the State University of New York at Purchase, Syracuse
University, and Adelphi University
popular songs and not think of his dances. The subject of these dances represents
a breathtaking range: love, life, death, and everything in between. His work has
influenced dozens of men and women to create their own dances or form their
own troupe, and his own work has been influenced by collaborations with such
artists as Robert Rauschenberg, Jasper Johns, Ellsworth Kelly, Alex Katz, Tharon
Musser, Thomas Skelton, Gene Moore, John Rawlings, William Ivey Long, Jennifer
Tipton, and Santo Loquasto
• a MacArthur Foundation Fellowship (often
called the “genius award”)
• the Samuel H. Scripps American Dance
Festival Award
• the New York State Governor’s Arts Award
• the New York City Mayor’s Award of Honor
for Art and Culture
• elected one of ten honorary American
members of the American Academy and
Institute of Arts and Letters
• elected to knighthood by the French
government
• the Légion d’Honneur, France’s highest
honor, for exceptional contributions to
French culture
32
UMS 10-11
PAUL TAYLOR’S NEW YORK
The following is a snapshot from Paul Taylor’s insightful
autobiography Private Domain that gives a glimpse at
his experiences as an artist in mid-20th-century New
York City:
Up until then I had received scholarship handouts
from Syracuse, the American Dance Festival, and
Julliard. Classes at Martha’s School and Merce’s
were also gratis, and the ones from Tudor and Miss
Craske at the Metropolitan Opera Ballet School,
cut rate. Rehearsals with Martha, Merce, and lately
Pearl Lang I did for love, as did their other dancers;
and so, the subject of food being foremost on my
mind, I began to leaf through Variety and Show
Business, to find out who was holding auditions
for what. Although show dancing was not what I
had come to New York for, any kind of performing
experience was bound to be worthwhile, I started
making the rounds regardless of what the auditions
were for, as long as the job would pay.21
21
Taylor, 50.
GRUPO / TAYLOR
Photo: Paul Taylor by Maxine Hicks
33
PEOPLE
WHY I MAKE DANCES
by Paul Taylor
No one has ever asked me why
as much satisfaction. When they aren’t
I’m not above filching steps from other
I make dances. But when flummoxed
I’ve had the luxury, in the past at least, of
dance makers, but only from the best –
by the financial difficulties of keeping a
being allowed to create others.
ones such as Martha Graham and Antony
dance company afloat, I sometimes ask it
of myself. Dance makers are most often
quizzed this way: which comes first, the
From childhood on, I’ve been a reticent
guy who spends a lot of time alone. I
Tudor – and only when I think I can make
an improvement.
make dances in an effort to communi-
Although there are only two or three
cate to people. A visual medium can be
dances in me – ones based on simple im-
more effective than words. I make dances
ages imprinted at childhood – I’ve gone
because I don’t always trust my own
to great lengths to have each repeat of
words or, for that matter, those of quite
them seem different. Because of the vari-
a few others I’ve known. I make dances
ous disguises my dances wear, viewers
because working with my dancers and
sometimes mistake them for those made
other cohorts allows me to spend time
by other choreographers. My reaction
with trustworthy people I’m very fond of
to this depends on how talented I think
and who seldom give me trouble. Also
that person is. Imitating a chameleon has
because I’m not suited to do the jobs
always come easy. Maybe it’s genetic, or
that regular folks do. There is no other
a protective artifice. The only identity that
tiveness, this is how I might reply:
way I could make a living, especially not
bugs me is that of the lauded person-
at work that involves dealing face-to-face
age. This is because the responsibilities
To put it simply, I make dances because
with the public. I make dances because
demanded by fame are nuisances that I
I can’t help it. Working on dances has
crowds are kept at a safe distance. That’s
could easily do without. Ideally, my work
become a way of life, an addiction that
what proscenium stages are good for.
would be anonymous.
Dance making appeals to me because,
Stylized lies (novelistic truths) for the
although group projects and democratic
stage are what the medium demands. I
systems are okay if they work, when on
love tinkering with natural gesture and
the job I find that a benevolent dictator-
pedestrian movement to make them read
ship is best. I don’t make dances for the
from a distance and be recognizable as
masses, I make them for myself. That is,
a revealing language that we all have
even though they are meant to be seen
in common. Of particular interest is the
in public (otherwise, what’s the point?), I
amorous coupling of men and women,
make dances I think I’d like to see.
as well as the other variations on this
dance or the music? This conundrum was
answered most tellingly by the celebrated
choreographer George Balanchine, who
said: “The money.” Nobel Prize-winner
Orhan Pamuk has often been asked why
he writes. The savvy answer in his My
Father’s Suitcase was so meaningful and
struck such a chord of recognition in
me – his devotion, his steadfastness, his
anger – that it caused me to ponder my
own reasons. Motivated by Balanchine’s
sensible quip and Pamuk’s candid percep-
at times resembles a fatal disease. Even
so, I’ve no intention of kicking the habit.
I make dances because I believe in the
power of contemporary dance, its immediacy, its potency, its universality. I make
dances because that’s what I’ve spent
many years teaching myself to do and
it’s become what I’m best at. When the
dances are good nothing else brings me
34
UMS 10-11
subject. In short, the remarkable range of
I make dances because it briefly frees
driving passion that infected me when I
our human condition.
me from coping with the real world,
first discovered dance.
Whenever a dance of mine is controversial it brings me much satisfaction. One
of my aims is to present questions rather
than answers. My passion for dance does
not prevent me from being terrified to
start each new piece, but I value these
because it’s possible to build a whole
new universe with steps, because I want
people to know about themselves, and
even because it’s a thrilling relief to see
how fast each of my risk-taking dancers
can recover after a pratfall.
The novelist Albert Camus said it best:
A man’s work is nothing but this slow trek
to rediscover through the detours of art
those two or three great and simple images
in whose presence his heart first opened.
fears for the extra energy they bring.
I make dances, not to arrange decorative
from http://www.ptdc.org/about-artists/paul-taylor-
Getting to know the music I use is a
pictures for current dancers to perform,
bio/why-i-make-dance
great pleasure even though toilsome.
but to build a firm structure that can
After making sure that the rights to use
withstand future changes of cast. Quite
it are affordable, each piece needs to be
possibly I make dances to be useful or
scanned, counted out and memorized.
to get rid of a chronic itch or to feel
Since I’ve not learned to read scores, this
less alone. I make them for a bunch of
can take an awful long time.
reasons – multiple motives rooted in the
Photo: Esplanade by Lois Greenfield
GRUPO / TAYLOR
35
PEOPLE
DANCERS
(in alphabetical order)
Michael Apuzzo
Eran Bugge
Francisco Graciano
North Haven, Connecticut
Oviedo, Florida
San Antonio, Texas
Appuzo studied economics and theater
Bugge began her dance training at the
Graciano began dancing and acting
at Yale University, graduating magna
Orlando Ballet School. She went on to
at an early age. He received a B.F.A. in
cum laude in 2005. He began his dance
study at the Hartt School of the Univer-
dance from Stephens College for Women
training while in college, performing and
sity of Hartford under the direction of
(male scholarship), and scholarships from
choreographing in undergraduate organi-
Peggy Lyman, graduating summa cum
the Alvin Ailey School and The Taylor
zations. After being dance captain for an
laude with a B.F.A. in ballet pedagogy in
School. He has been a member of TAKE
original production of Miss Julie choreo-
2005. She attended The Taylor School
Dance Company, Connecticut Ballet, Ben
graphed by Peter Pucci, Mr. Apuzzo de-
and the 2004 and 2005 Taylor Summer
Munisteri Dance Company, Cortez & Co.
buted professionally at the Yale Repertory
Intensives. Ms. Bugge has performed in
Contemporary/Ballet, Pascal Rioult Dance
Theater. He has performed in numerous
works by Amy Marshall, Katie Stevinson-
Theater, and Dusan Tynek Dance Theater,
musicals and at equity theaters across the
Nollet and Jean Grand-Maître. She
among others. He also appeared in the
county, and recently finished perform-
was also a member of Full Force Dance
operas Aida and White Raven directed by
ing in the National Tour of Twyla Tharp’s
Theatre and the Adam Miller Dance
Robert Wilson. Mr. Graciano joined Taylor
Broadway show, Movin’ Out. He holds
Project. She joined the Paul Taylor Dance
2 in February 2004 and made his debut
a second-degree black belt in Tae Kwon
Company in Fall 2005.
with the Paul Taylor Dance Company in
Do. He made his debut with the Paul
Michelle Fleet
Taylor Dance Company at New York City
Bronx, New York
Center in Spring 2009.
Fleet began her dance training at age
Elizabeth Bragg
four. She attended Ballet Hispanico of
Denver, Colorado
New York during her training at Talent
Bragg began dancing at the age of three.
She trained with Colorado Ballet and
Cleo Parker Robinson Dance. She graduated summa cum laude from Southern
Methodist University in Dallas, receiving
her B.F.A. in dance and an award for
outstanding achievement in dance. She
then moved to New York and has studied
at the Taylor School since 2005, attending several Taylor Intensives as well.
Ms. Bragg has performed with RedWall
Dance Theatre and Bardos Ballet. She
Unlimited High School. There she was
a member of The Ballet Hispanico Jr.
Company. Ms. Fleet earned her B.F.A. in
dance from Purchase College in 1999
and received her M.B.A. in business management in 2006. She has performed in
works by Bill T. Jones, Merce Cunningham, Kevin Wynn, and Carlo Menotti.
Ms. Fleet joined Taylor 2 in the summer
of1999. She made her debut with the
Paul Taylor Dance Company in September
2002.
Granada, Spain in Summer 2006.
Laura Halzack
Suffield, Connecticut
Halzack began her dance training at
the age of four with Brenda Barna. She
furthered her training at The School of
the Hartford Ballet and studied at the
Conservatory of Dance at Purchase College. Ms. Halzack graduated summa cum
laude with a degree in history from the
University of New Hampshire in 2003.
She then studied at the Hartt School
and at The Taylor School’s 2004 Summer
Intensive. She has performed with the
Amy Marshall Dance Company and Syren
Modern Dance and has enjoyed teaching
in her home state. Ms. Halzack studied
will make her debut with the Paul Taylor
at The Taylor School for two years before
Dance Company in Fall 2010.
joining the Paul Taylor Dance Company in
Summer 2006.
36
UMS 10-11
Photo: Esplanade by Lois Greenfield
GRUPO / TAYLOR
37
Parisa Khobdeh
Robert Kleinendorst
Plano, Texas
Roseville, Minnesota
Annmaria Mazzini
Mazzini began dancing in Allentown,
Khobdeh trained under Kathy Chamber-
Kleinendorst graduated from Luther
Pennsylvania under the direction of Fran-
lain and Gilles Tanguay. She earned her
College in 1995 with a B.A. in voice
ces Evers, and later earned her B.F.A.
B.F.A. from Southern Methodist Univer-
and dance. After moving to New
at the Meadows School of the Arts at
sity and, while a student there and at the
York, he danced with the Gail Gilbert
Southern Methodist University. While
American Dance Festival as a Tom Adams
Dance Ensemble, and Cortez & Co. Mr.
working as an art model for painters
Scholar, she worked with choreogra-
Kleinendorst also performed with Anna
and sculptors, she studied at The Taylor
phers Robert Battle, Judith Jamison, and
Sokolow’s Players Projects at The Ken-
School and in 1995 joined Taylor 2. She
Donald McKayle, among others. She also
nedy Center in Washington, D.C. Having
has been a guest artist with CorbinDanc-
attended Taylor and Graham Intensives in
studied at The Taylor School since 1996,
es, the Amy Marshall Dance Company,
New York City. Ms. Khobdeh has choreo-
he joined Taylor 2 in August 1998. Mr.
Kim Gibilisco Dances, Karla Wolfangle,
graphed dances to benefit human rights
Kleinendorst joined the Paul Taylor Dance
and Juliette Soucie. Ms. Mazzini teaches
organizations, as well as for independent
Company in Fall 2000.
modern dance on the road and at The
films. In July 2006 she made her New
Taylor School, choreographs and per-
York theatrical debut at the Stella Adler
forms her own work, and is an accom-
Studios in the lead role of Lanford Wil-
plished jewelry designer and creator of
son’s Burn This. She premiered with the
AMulets, seen at www.annmaria.com.
Paul Taylor Dance Company at the Ameri-
She made her debut with the Paul Taylor
can Dance Festival in Summer 2003.
Dance Company at the 1999 American
Dance Festival in Durham, North Carolina.
38
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Photo: Also Playing by Tom Cararaglia
Sean Patrick Mahoney
Michael Novak
Aileen Roehl
Bensalem, Pennsylvania
Rolling Meadows, Illinois
Hiedelberg, Germany
At age 12, Mahoney began training with
Novak started his dance training at age
Roehl began her dance training at the
Fred Knecht and by attending Princeton
ten at the Bonnie Lindholm School of
Heidelberg School of the Arts with Isabel
Ballet School on scholarship. He became
the Dance. He continued his training on
Christie and Carolyn Carattini. Under
an apprentice at American Repertory
scholarship at The University of the Arts,
Mrs. Christie’s direction she danced many
Ballet (ARB) and then became a featured
the Pennsylvania Academy of Ballet, and
roles including Puck, The Firebird, Aurora
dancer with the company. After graduat-
Springboard Danse Montreal, and in
in The Sleeping Beauty, and Nikia in La
ing high school in 1993, he was chosen
2009, graduated magna cum laude and
Bayadere. She received her B.F.A. from
as one of the first members of Taylor
Phi Beta Kappa from Columbia University
the University of Hartford’s Hartt School
2. Mr. Mahoney later danced for David
with a B.A. in dance. He has performed
where she performed works by Martha
Parsons, Alex Tressor, and Geoffrey Doig-
featured roles in repertory by Bill T.
Graham, Peggy Lyman, Katie Stevenson-
Marx and was in Radio City’s Christmas
Jones, James Kudelka, Vaslav Nijinsky,
Nollet, Jean Grand-Maitre, Kirk Peterson,
Spectacular. He returned to ARB under
and Stephen Petronio, and has worked
Alla Nikitina, Ralph Perkins, and Adam
the direction of Graham Lustig and mar-
for numerous choreographers, includ-
Miller. Aileen was a member of the Amy
ried his dance partner, Peggy Petteway.
ing Gina Gibney, Daniel Gwirtzman, and
Marshall Dance Company from Septem-
Mr. Mahoney rejoined Taylor 2 in Sum-
Bonnie Scheibman. Mr. Novak started
ber 2005 through May 2010, and was
mer 2002. His debut with the Paul Taylor
studying at the Taylor School in 2008
the Company’s resident costume de-
Dance Company was in January 2004.
and participated in the Taylor Summer
signer. She joined the Paul Taylor Dance
Intensive before joining the Company in
Company in June 2010.
Summer 2010.
Photo: Also Playing by Tom Cararaglia
GRUPO / TAYLOR
39
James Samson
Jeffrey Smith
Michael Trusnovec
Jefferson City, Missouri
Rhode Island
Yaphank, New York
Samson began his dance training at age
Smith began his performing career sing-
Trusnovec began dancing at age six,
eight. He received a B.F.A. in dance with
ing and tap dancing. Upon entering the
and attended the Long Island High
a minor in business from Southwest Mis-
Boston Conservatory as a musical theater
School for the Arts. In 1992 he was
souri State University, then went on to
major, he had the opportunity to perform
honored by the National Foundation for
study as a scholarship student with the
works by Paul Taylor, José Limón, Sean
Advancement in the Arts (youngARTS)
David Parsons New Arts Festival, Pilobo-
Curran, and Anna Sokolow, and later he
and was named a Presidential Scholar in
lous Intensive Workshop, and the Alvin
switched majors to graduate with a B.F.A.
the Arts. In 1996 he received a B.F.A. in
Ailey Summer Intensive where he was se-
in dance performance. After graduating
dance performance from Southern Meth-
lected to perform in Paul Taylor’s Airs set
in 2001, he became a member of the
odist University in Dallas. Professionally,
by Linda Kent. Mr. Samson has danced
Martha Graham Ensemble performing
he danced with Taylor 2 from 1996 to
for Charleston Ballet Theatre, Omaha
featured roles in Diversion of Angels, El
1998, and has appeared with Cortez &
Theatre Company Ballet, Omega Dance
Penitente, and the duet from A Dancer’s
Co. Contemporary/Ballet, and Corbin-
Company, New England Ballet, Connecti-
World, and Bertram Ross’s Nocturne.
Dances. Fall 1998 marked his debut with
cut Ballet, and the Amy Marshall Dance
During this time he participated in The
the Paul Taylor Dance Company. Mr.
Company. He joined the Paul Taylor
Taylor School Winter and Summer Inten-
Trusnovec received a 2006 New York
Dance Company in February 2001.
sives and became a member of Taylor 2
Dance and Performance Award (The
in March 2005. Mr. Smith made his de-
Bessie) for his body of work during the
but with the Paul Taylor Dance Company
2005-06 Taylor season.
in Cleveland in May 2005.
40
UMS 10-11
Photo: Also Playing by Tom Cararaglia
Amy Young
Washington State
Jamie Rae Walker
Walker began her ballet and modern
Young spent her senior year of high
dance training at age eight in Levittown,
school studying at the Interlochen Arts
Pennsylvania and later she performed
Academy in Michigan prior to entering
with the Princeton Ballet, now American
The Juilliard School in New York, where
Repertory Ballet. In 1991 she began train-
she earned a B.F.A. in 1996. She joined
ing at the Central Pennsylvania Youth
Taylor 2 in August of that year. Ms.
Ballet where she performed principal and
Young enjoys teaching and has been on
soloist roles in many Balanchine ballets.
the faculty of Alaska Dance Theatre in
In 1992 she was awarded a scholar-
Anchorage, Perry-Mansfield Perform-
ship by Violette Verdy at the Northeast
ing Arts Camp, Metropolitan Ballet of
Regional Dance Festival in Illinois. Ms.
Tacoma, and The Taylor School. She also
Walker joined Miami City Ballet in 1994
dances with TAKE Dance Company. Ms.
and performed principal and soloist roles
Young made her debut with the Paul
in Balanchine and Taylor dances until
Taylor Dance Company at the Paris Opera
2000. In 2001 she received a scholarship
House in January 2000.
to attend The Taylor School and was part
of the original cast of Twyla Tharp’s
Broadway show, Movin’ Out. Ms. Walker
joined Taylor 2 in Fall 2003, and became
a member of the Paul Taylor Dance Company in Summer 2008.
Photo: Also Playing by Tom Cararaglia
GRUPO / TAYLOR
41
PEOPLE
A R T I S T I C S TA F F
Here are some of the behind-the-scenes members of the Paul Taylor Dance Company.
Bettie De Jong
John Tomlinson
Rehearsal Director
Managing Director
Bettie de Jong joined the Paul Taylor
Dance Company in 1962 and danced
Edson Womble
JOBS IN A DANCE COMPANY
Director of Finance and Administration
Sound Engineer: This person is re-
the 124 people who have been members
Alan Olshan
of the Company. De Jong was born in
plification during the performance.
Director of Marketing
until 1985—the longest tenure of any of
Sumatra, Indonesia, and in 1946 moved
to Holland, where she continued her ear-
Kim Chan
ly training in dance and mime. Her first
Director of Development
professional engagement was with the
Lisa Labrado
Netherlands Pantomime Company. After
coming to New York City to study at the
Director of Public Relations
Martha Graham School, she performed
Holden Kellerhals
with the Graham Company, the Pearl
Director of Operations
Lang Company, John Butler, and Lucas
Hoving, and was seen on CBS-TV with
Rudolf Nureyev in a duet choreographed
Andy LeBeau
Company and Rehearsal Manager
by Paul Taylor. Ms. de Jong joined the
Tom Patrick
Taylor Company in 1962. Noted for her
Administrator and Archival Supervisor
strong stage presence and long line, she
was Mr. Taylor’s favorite dancing partner
and, as Rehearsal Director, has been
Ann Wagar
Touring Supervisor
his right arm for the past 35 years. In
Toni Hsu
November 2007 she received the Dance
Associate Director of Development
Magazine Award.
Steve Carlino
Production and Assistant Company
Manager
Brian Jones
Lighting Supervisor
42
UMS 10-11
sponsible for music and/or its am-
Lighting Designer: The person
who decides which lights will help
create the desired mood of the
dance. Mood is created through
the use of light, shadow, and
color.
Stagehands: The crew who sets
the scenery on stage or “flies it in”
using a pulley system. The crew
also helps dress, launder and iron
costumes, and run the light board
(a computer with all of the different lighting “looks” or cues in it).
REPERTOIRE
L e S acre du P rintemps
( T he R ehearsal )
Choreographer: Paul Taylor
Music: Igor Stravinsky, The Rite of Spring, arrangement for piano
Premiere: January 15, 1980
Casting: Dance students from the University of Michigan School of Music, Theatre & Dance have had an opportunity to learn this
piece, they have worked on it in rehearsal with experts in Taylor repertoire and technique, they have visited the company’s New
York studio, and use all of these exclusive experiences to perform Le Sacre du Printemps (The Rehearsal), an honor and privilege
that has not been granted to any other student dancers outside of the company.
One of Taylor’s biggest hits, Le Sacre du Printemps (The Rehearsal) is one of the best-known American reinterpretations of Stravinksy’s The Rite of Spring. The Stravinsky score was originally composed for the 1913 ballet of the same name and it tells the
story of a pagan sacrifice, the plot of which calls for an adolescent girl—the chosen sacrifice—to dance herself to death.22
In Le Sacre du Printemps (The Rehearsal), Stravinksky’s score accompanies the telling of two parallel stories, neither of which relates
to pagan sacrifice. The piece begins, as the title would dictate, with a ballet rehearsal. Mayhem however, ensues, beginning with
the kidnapping of a baby, who is thrown around like a football. As Jennie Schulman, of Back Stage magazine explains, “The rest
of the cast are seen in madcap chases with crooks, henchmen, and police sufficient to fill out a dozen silent films. Ultimately, everyone gets stabbed to death in staccato moves typical of the jerky cuts in old films. Villains, heroes, and heroines all expire at the
conclusion. It’s a grand spoof.23”
Using a “comic-strip pictorial style,” most of the choreography keeps the dancers in tension-filled profiles.24
According to Alan M. Kriegsman of The Washington Post, “It takes a genius to upstage another genius, and that’s just about what
Paul Taylor accomplished in his deliciously berserk dance version of Igor Stravinsky’s hallowed, epoch-making score… Taylor uses
this musical masterpiece as if it were simply a fiendishly interesting piece of music... in devising a dance charade of ever so brittle,
arch and waspish humor.”
22 Grout, Donald Jay. A History of Western Music. New York, W.W Norton & Company, 2001, 704.
23 Schulman, Jennie. “Paul Taylor Dance Company in three gems. (Dance Diary)” Back Stage Magazine, v46 i12, p. 11, March 24, 2005.
24 Kisselgoff, Anna. “Bach as a fount for Taylor’s choreographic games.” New York Times, March 4, 2000
GRUPO / TAYLOR
43
REPERTOIRE
A lso playing
v
Choreographer: Paul Taylor
Music: Gaetano Donizetti
Premiere: April 8, 2009
Casting: Members of the Paul Taylor Dance Company
“Ballet music by Donizetti propels a Vaudeville revue with acts ranging from an Apache dance and a tap-dancing horse (a true
hoofer) to a striptease and flag-waving march. Among the performers are a toreador whose sissy bulls are frightened of her, a
dying swan in her lengthy final throes, and a star-struck stagehand who takes a turn with his broom. The dance is ‘dedicated to all
Vaudevillians, especially those who went on no matter what.’
‘A madcap tribute to vaudeville [that] celebrates the sublime and the ridiculous aspects of the traveling theater families who
brought entertainment to small-town America between the Civil War and the advent of radio…. It reminds us that vaudeville was
a rare breath of the world of art and music for young people in dusty farming towns. The vaudeville performers of old, if perhaps
technically flawed, were plucky and gave their all.’ – Kristen Fountain, Valley News, April 9, 200925”
25 http://www.ptdc.org/repertoire/also-playing
44
UMS 10-11
Photo: Also Playing by Tom Cararaglia
ABOUT
W hat makes P T D C U nique ?
Both artistically and historically
Martha Graham’s dance company. “With
there is a great deal about the work of
Taylor,” Jowitt says, “it’s the idea of the
Paul Taylor that makes him historically
dance.” When watching a Paul Taylor
distinctive.
piece Jowitt explains she is struck by the
The key to much of Taylor’s choreography can be found in its vigor and
simplicity as well as its innate musicality. His works relish movement rather
than fussing with steps. On rural
question, “Where did he get the idea to
do a dance on that subject?” Taylor’s
attention and use of ordinary movements
from everyday life gives his choreography
a distinct signature.
Long Island, where Taylor lives almost
Off the stage, the Paul Taylor Dance
reclusively, he takes inspiration from
Company helped change the nature of
anything and everything.26
the modern dance profession. As one of
the first touring modern dance compa-
On stage, Paul Taylor continually pushes
nies, the Paul Taylor Dance Company
the boundaries of his art form. To begin
toured more than 500 cities in 62 coun-
with, as dance critic Debra Jowitt notes
tries in its first 50 years. The performers
in the documentary Paul Taylor: Dance
in Taylor’s company were also among
Maker, Paul Taylor’s choreography
the first to be paid regularly for their
challenged prevailing artistic conven-
work. Even now, especially early in a
tions in modern dance. For example,
dancer’s career, it is not necessarily as-
initially modern dance choreography
sumed that every performance opportu-
was organized around a central figure,
nity will be paid.
as it was with the choreography used by
26 http://catnyp.nypl.org/search~blolclilplrlal
Photo: Also Playing by Tom Cararaglia
GRUPO / TAYLOR
45
UMS Youth PERFORMANCE
Grupo Corpo
Paulo Pederneiras artistic director
Friday, January 21, 11 AM – 12 NOON • POWER CENTER
46
UMS 10-11
Photo: Grupo Corpo Ima by Jose Luiz Pederneiras
ABOUT
T he company
Photo: Grupo Corpo Ima by Jose Luiz Pederneiras
Grupo Corpo is a contemporary dance company that operates out of the city of Belo Horizonte—the “Secret Cultural Capital”
of Brazil. As capital of Minas Gerias, which is the second most populous state in Brazil, Bella Horizonte is the third largest city and
industrial center in Brazil. A repository of contemporary architecture, this rapidly growing city is also home to Brazil’s flourishing
avant garde art scene.
Founded by members of the Pederneiras family in 1975, Grupo Corpo, or “Body Group,” in many ways works as one large family.
Aside from the members of the Pederneiras family that actually work for the company, Grupo Corpo’s twenty members are famous
for the harmony and unity of their performance style. “We are like a single body,” says choreographer Rodrigo Pederneiras, “there
is no hierarchy of dancers or prima ballerina.” Pederneiras continues, explaining that his is a company in which “everyone is equal;
while it is important that each member maintain their own personality, in this company it is important that it be done in light of
what’s best for the group.” As a result, Grupo Corpo performances tend to emphasize the interplay of the larger performance elements like sets, costumes, choreography, and music, rather than emphasize the performance of any individual dancer.
In developing work, Grupo Corpo draws on a wide variety of elements and influences, producing shows of diverse characters—
cerebral, cosmopolitan, primitive, existential, and tough—while always keeping in sight the company’s distinctive traits of physicality and unity.
GRUPO / TAYLOR
47
ABOUT
C O M PA N Y H I S T O R Y: T I M E L I N E
1975
1989
1993
The company debuted its first work,
The group debuted Missa do Orfanato,
Nazareth is produced, expressing Rodrigo
Maria Maria. Featuring original music by
a complex theatrical reading of Mozart’s
Pederneiras’s fascination with traversing
Milton Nascimento, a script by Fernando
Missa Solemnis K. 139.
the worlds of both popular and tradition-
Brant, and choreography by the Argentine Oscar Aralz, the ballet would go
on to spend six years on stage and tour
fourteen countries. The piece was an immediate critical, popular, and commercial
success.
1992
The group underwent a radical transformation with the production of 21, a
ballet which confirmed the uniqueness of
Rodigro Pederneiras’s choreography and
1976 – 1982
the unmistakable persona of the dance
al music. Though built on a solid, classical foundation, the production brought
together in good-humored fashion the
light-hearted and sensual elements inherent Brazillian popular dances.
1996 – 1999
troupe. Utilizing the singular sounds of
Grupo Corpo is the resident dance com-
While the success of Maria Maria was
Brazilian instrumental group Uakti, as
pany of the Maison de la Danse in Lyon,
still reverberating throughout Brazil and
well as ten themes composed by Marco
France. Several of the group’s creations
in various European and Latin American
Antonio Guimaraes, 21 leaves behind
(Bach, Parabelo and Benguele) were first
countries, Grupo Corpo staged no less
the group’s preoccupation with technical
staged in Europe over this period. Today,
than six productions between 1976 and
form and sees it taking apart melodies
having created 34 choreographed works,
1982.
and rhythms in order to explore their
this Brazilian dance company maintains
underlying ideas. The decision to once
ten ballets in its repertoire at any one
again use specifically composed scores –
time and gives 80 performances a year in
a mark of the group’s first three shows in
places as distinctive as Iceland, South Ko-
the 1970’s – allowed it to further explore
rea, the United States, Lebanon, Canada,
the language of popular Brazilian dance.
Italy, Singapore, the Netherlands, Israel,
As the critic Rul Fontana Lopes put it,
France, Japan, and Mexico.
1985
The company launched Preludios, its
second great success and a theatrical
piece incorporating 24 Chopin preludes
interpreted by pianist Nelson Freire. The
show debuted to public and critical
acclaim at the First International Dance
Festival of Rio de Janeiro and would ce-
the group had finally found “the most
precise translation of the word ballet into
the mother tongue.”
2004
Lecuona is produced, a work that draws
ment the group’s reputation in the world
on thirteen love songs by the Cuban
of contemporary Brazilian dance. Grupo
composer Ernesto Lecuona (1895-1963)
Corpo then entered a new phase, estab-
and in which Rodrigo Pederneiras dem-
lishing its own unique theatrical language
onstrated his gift for the creation of pas-
and choreography, with repertoire featur-
de-deux (a dance for two).
ing the works of Richard Strauss, Heitor
Villa-Lobos, Edward Elgar, among others,
the company began combining classical
technique with contemporary Brazilian
dance.
48
UMS 10-11
GRUPO / TAYLOR
Photo: Grupo Corpo Ima by Jose Luiz Pederneiras
49
50
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Photo: Grupo Corpo Ima by Jose Luiz Pederneiras
PEOPLE
T he P ederneiras Family
Paulo Pederneiras
•
“O Corpo [Grupo Corpo] is under
nobody’s name: we were able to get an
identity as a group.” It’s a fact: dance,
music, lighting, costumes, stage setting—
•
everything is integrated as one in Grupo
Corpo’s creations. But someone must
direct the group, and as general and
artistic director of the company, this has
been Paulo Pederneiras's job since he
founded the company in 1975.
According to Paulo, “A Brazilian company has great physical diversity. Each
dancer’s movement is different, and yet
the idea of being a group is not lost.
That’s where the dance draws its strength
from.” The words describe what happens with the bodies, but equally serve to
describe Grupo Corpo. Under the direction of Paulo, the company made a virtue
out of its diversities and it continues making this virtue the principle of creation.
Paulo is also responsible for the lighting
of the dances, and since Bach (1996),
he has also been involved in the creation
of stage setting. For Paulo, the light is a
strong presence, which both illuminates
and serves as a space for dancing: “I
think of the space the same way I think
of the lighting. Sometimes the light is
the space.” As a signature characteristic
of the company’s work, examples of this
In O Corpo (2000), the distinction
known and recognized nationally and
between stage setting and lighting
internationally. In Brazil he has cho-
virtually disappears and the dancers
reographed for the Ballet do Theatro
simply dance in red.
Municipal do Rio de Janeiro, the Ballet do
In 21 (1992), a spot light serves as a
mobile tunnel for a block of bodies.
•
In Sete ou Oito (1994), each dancer
at the end of the piece individualizes
themselves in a vertical column of
color.
Besides his work with Grupo Corpo, Paulo has done lighting projects for several
operas, including Don Giovanni, Lucia de
Lammermoor, Salome, and Orfeo. He
has also done the set designing for exhibits such as the section for “Indigenous
and Anthropologic Art” at the Brazil 500
Years Exhibit, at the Oca (Hut), and at
Ibirapuera Park in Sao Paulo.
Rodrigo Pederneiras
Teatro Guaira, and the Ballet da Cidade
de Sao Paulo. Outside of Brazil he has
choreographed for Deutsche Oper Berlin
Company (Germany), Les Ballets Jazz
Montreal (Canada), Stradttheater Saint
Gallen (Switzerland), and Opera du Rhin
(France). Creating for Grupo Corpo, however, remains his main interest.
Rodrigo learned how to dance on the
streets, and his fundamentally modern
movement vocabulary is informed by
the samba, ballroom dances, Brazilian
celebrations, capoeira as well as the joy,
humor, violence, and ambiguity of the
world around him. While Rodrigo modifies and manipulates classical movements
in an intensely Brazilian way, his work is
entirely free from the exotic, boastful,
and easy identities. Music is also at the
“It was only in 1988, when working
core of his work and guides all of his
in Uakti, that I started thinking about
creative process.
what it would be like to make a dance
which would be more inside our body.”
If Gupo Corpo has a language all its
Rodrigo’s words define a crucial moment
own today, it is Rodrigo’s language:
not only for his career, but also for Grupo
it has his unmistakable accent and is
Corpo as well. From this moment, his
understood by each of the company’s
work with Grupo Corpo can be seen
dancers as a physical and unified explo-
as a variety of explorations of the idea,
ration of the body.
“dance inside our body.”
connection between light and space ap-
Rodrigo has been Grupo Corpo’s cho-
pear throughout the repertoire:
reographer since 1978 and his work is
GRUPO / TAYLOR
51
PEOPLE
D ancers + A rtistic S taff
DANCERS
Bettina Bellomo
Maitre de Ballet
Alberto Venceslau
JOBS IN A DANCE COMPANY
Ana Paula Cançado
Anna Maria Ferreira
Ana Paula Oliveira
Pianist
Ballet Mistress: A woman who
Gabriel Pederneiras
as a choreographer for a ballet or
Technical Coordinator
dance company.
Andressa Corso
Carolina Amares
Cassilene Abranches
Danielle Pavam
Virgilio Dangelo
Danielle Ramalho
Stage Manager
Edson Hayzer
directs, trains, and sometimes acts
Stage Manager: The person
who conducts the flow of each
performance: she supervises the
Elias Bouza
Technicians
Everson Botelho
Eustáquio Bento
dancers to their places before the
Filipe Bruschi
Lucas Araújo
curtain rises.
Flávia Couret
Stefan Böttcher
Gabriela Junqueira
Grey Araújo
Helbert Pimenta
Alexandre Vasconcelos
Wardrobe Assistant
lighting and sound and calls the
Wardrobe Assistant: The person
who maintains the costumes
and shoes, making sure they are
Janaina Castro
Marcello Cláudio Teixeira
always in good condition and that
Mariana do Rosário
Administrator
the dancers can move comfort-
Silvia Gaspar
Uátila Coutinho
Victor Vargas
Kênia Marques
Secretary
Cândida Braz
Documentation
ARTISTIC STAFF
Carmen Purri
Rehearsals Director
Pedro Pederneiras
Technical Director
oversees the construction of new
costumes for the dancers.
Production Manager: This person has a variety of responsibili-
Cristina Castilho
ties including overseeing set and
Communication
costume construction and lighting
and sound set-up and operation
Cláudia Ribeiro
Manager
Patricia Galvã
Choreography Assistants
ably while wearing them. He also
Production
before each performance. The
production manager coordinates
and supervises all aspects of
touring, including transporting
Ana Paula Cançado
the equipment and planning with
Carmen Purri
each theater manager the lighting
Miriam Pederneiras
and special needs required for
each dance.
52
UMS 10-11
REPERTOIRE
PA R A B E L O
Photo: Grupo Corpo Parablo
Choreographer: Rodrigo Pederneiras
Music: Tom Zé and José Miguel Wisnik
Length: 60 minutes
Premiere: 1997
Casting: Alberto Venceslau, Ana Paula Oliveira, Andressa Corso, Carolina Amares, Cassilene Abranches, Danielle Pavam, Danielle Ramalho, Edson Hayzer, Elias Bouza, Everson Botelho, Filipe Bruschi, Flavia Couret, Gabriela Junqueira, Grey Araújo, Helbert
Pimenta, Janaina Castro, Mariana do Rosário, Silvia Gaspar, Uátila Coutinho, Victor Vargas
Countryside inspiration and a contemporary soundtrack written by Tom Zé and José Miguel Wisnik, prompted choreographer
Rodrigo Pederneiras to bring Parabelo to life in 1997; he refers to it as his “most Brazilian and regional” creation. The choreography is full of hip swaying and feet stamping and is a ravishing statement of maturity and expressive teachings. The work’s visual
aesthetic evokes images of votive candle offerings present in countryside churches and the intensity of costume’s colors are veiled
by black tulle at the beginning, but are set free at the end to show off joyous and hot colors. As is characteristic of Grupo Corpo,
Parbelo plays with lighting, shadows, and colors in a way that blends dancer, set, and stage into one. 27
The underlying narrative is based on the hard working lives and traditional culture of poor rural communities in Brazil. The ensemble of twenty dancers begins crouch huddled on the floor, bent over backwards, shoulders rounded in a kind of Yogic position,
as they shuffle crab-like in tight unison. Scene by scene the pace quickens and the fluidity and energy of their bodies gets released
through gravity defying moves, precisely synchronized footwork, circles of gyrating hips, romantic duets, and breathtaking physical
movements full of spirit.28
27 http://www.grupocorpo.com.br/site/index.php?mudaLingua=2#
28 http://www.edinburghguide.com/festival/2010/edinburghinternationalfestival/grupocorporeview-6323
GRUPO / TAYLOR
53
RESOURCES
54
UMS 10-11
Photo: Dancer with a Bouquet
ENGAGE
N ational S tandards
The following are national standards addressed through these Youth Performances
and through the ideas in these Curriculum Connections.
Social Sciences
U.S. History K-4
NSS-USH.K-4.1 Living and Working Together in Families and Communities Now
and Long Ago
NM-GEO.Pk-2.3 Apply Transformations
Disciplines Outside The Arts
and Use Symmetry to Analyze Mathemat-
NA.M.5-8.9 Understanding Music in
ical Situations
Relation to History and Culture
Mathematics 3-5
Visual Arts K-4
NM-ALG.3-5.1 Understand Patterns,
NA-VA.K-4.6 Making Connections
Relations and Functions
Between Visual Arts and Other Disciplines
U.S History 5-12
NM-GEO.3-5.3 Appy Transformations
NSS-USH.5-12.1 Three Worlds Meet
and Use Symmetry to Analyze Mathemat-
Geography
NSS-G.K-12.4 Human Systems
Science
ical Situations
Performing Arts
Visual Arts 5-8
NA-VA.5-8.6 Making Connections Between Visual Arts and Other Disciplines
Dance K-4
NA-D.K-4.3 Understanding Dance as a
Music K-4
Way to Create and Communicate Mean-
NA-M.K-4.1 Singing, Alone and with
ing
Others, a Varied Repertoire of Music
NA-D.K-4.5 Demonstrating and Under-
NA-M.K-4.3 Improvising Melodies, Varia-
standing Dance in Various Cultures and
tions, and Accompaniments
Historical Periods
Science 5-8
NA-M.K-4.6 Listening To, Analyzing and
NA-D.K-4.7 Making Connections Be-
NS.5-8.2 Physical Science
Describing Music
tween Dance and Other Disciplines
NS.5-8.4 Earth and Space Science
NA-M.K-4.8 Understanding Relationships
Science K-4
NS.K-4.2 Physical Science
NS.K-4.4 Earth and Space Science
Between Music, The Other Arts, and
Dance 5-8
NA-D.5-8.3 Understanding Dance as a
English
Language Arts
Disciplines Outside the Arts.
Relation to History and Culture
ing
Language Arts K-12
Music 5-8
standing Dance in Various Cultures and
NA.M.5-8.1 Singing, Alone and with
Historical Periods
Others, a Varied Repertoire of Music
NA-D.%-8.7 Making Connections Be-
NA.M.5-8.3 Improvising Melodies, Varia-
tween Dance and Other Disciplines
NL-ENG.K-12.1 Reading For Perspective
NL-ENG.K-12.6 Applying Knowledge
NL-ENG.K-12.12 Applying Language
Skills
Mathematics
Mathematics Pre K-2
NM-ALG.PK-2.1 Understand Patterns,
Relations and Functions
NA-M.K-4.9 Understanding Music in
Way to Create and Communicate MeanNA-D.5-8.5 Demonstrating and Under-
tions, and Accompaniments
NA.M.5-8.4 Composing and Arranging
Applied Arts
Music Within Specified Guidelines
NA.M.5-8.6 Listening To, Analyzing and
Technology K-12
Describing Music
NT.K-12.3 Technology Productivity Tools
NA.M.5-8.8 Understanding Relationships
NT.K-12.4 Technology Communication
Between Music, The Other Arts, and
Tools
GRUPO / TAYLOR
55
ENGAGE
C urriculum C onnections
The Youth Performances by the Paul Taylor Dance Company and Grupo Corpo give students a chance to explore the concept of
movement. To help connect these performances to classroom curriculum, pick one of these concepts and activities or create an
entire interdisciplinary curriculum with these as a base.
CONNECTIONS
BY GRADE
Some special dances were popular in
but using descriptive language to tell the
Michigan as young people moved to the
expanded story. Older students can have
beat of the Motown sound. How did
fun choosing a simple story and pickig
Kindergarten, First Grade,
kids dance in the 50s, and 60s? Did they
music to go with it. They can use the
dance differently than students do today?
computer to do a podcast in which they
Do dances and music reflect the times?
read a story and use music to embellish it
How? Were different dances done in
and express the concepts and ideas in the
different eras?
story musically.
Students might do a creative timeline of
Fifth Grade
dance through the ages to learn about
Fifth graders study America’s Past.
Second Grade
Students in kindergarten, first grade and
second grade can look at body language
along with their study of Myself and Others, Family, and Community.
Talk about how you can tell by the way
a person looks and moves if he or she is
feeling happy, sad or angry. The songs
“If You’re Happy and You Know It” and
“It’s All Right To Cry” would be good
additions here. Let students act out the
way people stand and walk when they
are feeling good and bad. Extend this by
discussing what you would do and how
history, connect the arts to different
historical periods and understand the
purpose of, and how to make a timeline.
Have some fun. Play some music and
Native Americans
Talk about the part dance played, and still
plays, in the lives of Native Americans.
dance.
What kinds of dances did they do? What
Fourth Grade, Fifth Grade
Compare dance to prayer. For example,
Some dances tell a story.
a rain dance was asking the gods for
was the purpose of some of the dances?
rain.
you would act toward someone feeling
Dance Me a Story, Twelve Tales from the
sad or angry, happy, excited, embar-
Classic Ballets by Jane Rosenberg would
Listen to some Native American music.
rassed, etc.
be fun to use with fourth and fifth grad-
You can find it on the internet. De-
ers. Combine telling the story with the
scribe it. What kinds of instruments
ballet music. Ask students if they think
were used? Discuss the part drumming
the music describes the action. If there
played in Native American life. Listen
isn’t music, and someone is telling a
to the drums in Native American music.
story, what does he/she use to describe
At this point it would be interesting to
the action? Review the definitions of
talk about where the people got their
metaphors, similes and other descriptive
instruments. They didn’t go downtown
language. Give students a short summa-
and buy them. They used the materi-
ry of a story plot and have them embel-
als around them to make instruments.
lish it, taking the plot anywhere they like,
Divide the class into groups. Make each
Third Grade
Third graders study Michigan.
Michigan was settled by many ethnic
groups, all bringing with them their language, traditions, and culture. What is a
folk dance? What kind of dances did the
early Michigan residents do? Were they
folk dances? When did they dance? Did
some residents not dance? Why?
56
UMS 10-11
group a specific Native American tribe
ferent way, trying not to repeat a move-
Draw it. It forms a pattern. Look at the
that lives in an environment specific to
ment (skipping, hopping, etc.).
constellations. They form a pattern
their tribe, like the groups that lived on
the plains. Pass out pictures of the en-
Name each type of movement. Introduce
vironment in which they lived. Tell them
the concept of verbs. Have students list
to look carefully at the picture and figure
as many verbs as they can. Make a class
out what natural resources, that is things
list. After viewing the Paul Taylor Dance
they could find around them, they would
Company performance have students
use to make an instrument. What would
write a descriptive paragraph using as
the instrument sound like? Look like?
many different verbs as they can to de-
Make some instruments.
scribe the dance and the dancers.
Look at some of the lyrics to Native
Movement: Muscles
American songs and read some Native
How do we move? Students study the
American poetry. Much of it is about
body. What a perfect time to talk about
life at the time and the kinds of things
muscles, what they are and what they
the people needed to survive. Divide
do. Depending on your curriculum,
students in groups. Tell each group to
explain inertia and momentum.
write down the problems faced by the
Native Americans (getting food, shelter,
staying safe, etc.). Tell students to write
a group poem or song or prayer about
Some people canâ&#x20AC;&#x2122;t move parts of their
bodies or move their bodies well. Read
Dancing With Katya by Dori Charonas.
and that pattern tells a story. Dance
is movement, but it is also movement
with a pattern. Define pattern. Show
students examples of patterns. Divide
students in groups and have them act
out a movement pattern. Give students
patterns to complete. These can be
number patterns, letter patterns or patterns of shapes. They can be done on
paper or using the computer. This can
be done in conjunction with a unit on
geometry.
Movement: Patterns
The person who decides the pattern
of a dance is called the choreographer.
The pattern of the dance is called the
choreography. Look at the movements in
nature and see if you can see a pattern.
Look at some pictures of different types
a problem or need, and then make up a
Movement: Nature
of patterns. There are some great books
dance about it.
What moves beside people? Ask
of quilt patterns. Different patterns
students to describe the way different
mean different things. (If it fits into your
animals move. Tie this in with your study
curriculum here, you could discuss the
of mammals, bees, or birds. Act out the
quilts that were used as maps during the
the way different animals move. Tell
time of the Underground Railroad. If not,
students to use words to compare the
bring this up during Black History Month)
movements of different animals.
Discuss pattern as a piece of art. Have
Colonial Americans
Colonial Americans had dances they
performed. What were they like? What
kind of music did they listen to and dance
to in the early days of our country? When
did they dance? Was dance an important
part of colonial life? How? Why?
What is a circle dance? Did they do them
a long time ago? Do we do them now?
What about a minuet, a square dance,
etc? With music, teach students how to
do some of these dance.
CONNECTIONS BY
SUBJECT AREA AND IDEA
students create their own pattern. Let
What else in nature moves? Wind,
young students use their bodies to create
hurricanes and tornedos move. Waves
the letters of the alphabet.
move. These are good to talk about in
relation to a unit on Weather. Define the
Movement: Animation
terms. What do they look like as they
If you have a computer lab, teach anima-
move? Go to the internet and look up a
tion to the older students. How do we
weather map. Show how weather can
use the computer to show movement?
be tracked. What are weather patterns?
The art teacher may want to step in here
Have students look at the weather map
and discuss the figure in motion as it is
every day for a few weeks and keep a
painted, drawn or sculpted.
chart of the weather. They can also do
Movement
weather graphs.
Movement: Verbs
Dance is movement. How do we move?
Talk about movement in relation to
Ask students to move across the room
planets. Describe the movement of
one at a time, each student moving a dif-
the planets around the sun. Act it out.
GRUPO / TAYLOR
57
ENGAGE
LESSON PLANS
Artsedge.org and PBS.org offer a wide range of arts-infused lesson plans and materials for educators to use.
Below are a few that relate to this Youth Performance.
Exploring the Roots of Modern Dance in America
http://www.pbs.org/wnet/freetodance/lessonplans.html
Dance is an expression of culture, yet at the same time it is constrained by culture. The purpose of this lesson is to explore the role
of African culture in modern dance in America. The lesson will focus on three key areas. The first area will examine the Afro-Caribbean slave roots that were a part of modern dance and the ways that modern dance movements and themes reflected daily life
activities. The second area will focus on how modern dance reflected issues of Black pride, self-expression, and identity. The third
area will explore how modern dance themes of social justice and activism evolved in response to a racist American society.
Modern Dance and the Harlem Renaissance
http://www.pbs.org/wnet/freetodance/lessonplans_2.html
The Harlem Renaissance was a time when Black culture flourished. This lesson explores how modern dance developed during this
era by focusing on the lives of important choreographers and dancers whose work was impacted by the constraints and possibilities of the time.
Steps of a Giant: Martha Graham (Unit Plan)
This unit is dedicated to exploring the work of Martha Graham, one of the most innovative and celebrated dance artists of the
20th century.
http://artsedge.kennedy-center.org/content/3782/
Merce Cunningham: A lifetime of dance
http://www.pbs.org/teachers/connect/resources/1257/preview/
As Merce Cunningham describes it, he doesn’t choreograph dance pieces based upon an idea or story, but begins simply with an
exploration of movements observed or experienced in life. In this lesson plan, students get a chance to observe movement by creating a “movement journal”, and then they experiment with what they have observed to create a unique “movement vocabulary.”
Systems of the Body: Choreography and Movement
http://artsedge.kennedy-center.org/content/2012/
In this lesson, students create movement patterns that express information about the basic systems, organs, and processes of the
human body. They work in pairs and in groups to make movement choices that communicate scientific concepts in creative movement, and make inquiries, through research and movement experimentation, into the ways in which the body’s systems work and
how those systems interact.
58
UMS 10-11
DANCING THROUGH POETRY
http://artsedge.kennedy-center.org/content/3534/
In this lesson, students look at poetry as a way to express the art of dance metaphorically. Students read two different poems about
break dancing in which one will show dance visually in the way the words are placed on paper and the other using its content to
represent dance.
ELEMENTS OF DANCE
http://artsedge.kennedy-center.org/content/2338/
How many ways can a person move? Students explore and discover the elements of dance by demonstrating various simple movements. This exercise helps the teacher assess the students’ level of experience and ability with respect to dance. Students create
simple dances in small groups and perform them for the class. Students manipulate task cards to comprehend the elements of
dance and then they will be tested on their knowledge.
Telling a Story Through Dance
http://artsedge.kennedy-center.org/content/2347/
This lesson introduces students to the concept of emotionally and physically telling a story through dance and pantomime.
Students learn that in ballet the dancer is trained to act out the story/character with movement instead of words. The Nutcracker serves as the foundation for the lesson and activities.
GRUPO / TAYLOR
59
EXPLORE
SUGGESTED READINGS
Below is a list of books related to these performances that the Ann Arbor District Library helped create.
Elementary + Middle School: Non-Fiction
• Dance!: No Matter What Kind of Dance You like to do, this Book is for You by Apryl Lundsten
• José!: Born to Dance: The Story of José Limón by Susanna Reich
• Imagine That! It’s Modern Dance, Sorine by Stephanie Riva
• How Can You Dance? by Rick Walton
• Legends of American Dance and Choreography by Carin T. Ford
• Edgar Degas: Paintings that Dance by Maryann Cocca-Leffler
• Martha Graham, a Dancer’s Life by Russell Freedman
Elementary + Middle School: Fiction
• Can you Dance, Dalila? by Virginia L Kroll
• Dancing Shoes by Noel Streatfeild
• Tanya and the Red Shoes by Patricia Lee Gauch
• Ballet Magic by Nancy Robison
• Rosie’s Ballet Slippers by Susan Hampshire
• Presenting Tanya, the Ugly Duckling by Patricia Lee Gauch
• Belinda, the Ballerina by Amy Young
Adult Books (with Teen Appeal): Non-Fiction
• The Erick Hawkins Modern Dance Technique by Renata Celichowska
• Ailey Spirit: the Journey of an American Dance Company by Robert Tracy
• African-American Concert Dance: The Harlem Renaissance and Beyond by John O. Perpener
• Appreciating Dance: A Guide to the World’s Liveliest Art by Harriet R. Lihs
• Deep Song: The Dance Story of Martha Graham by Ernestine Stodelle
• Prime Movers: The Makers of Modern Dance in America by Joseph H. Mazo
• Conditioning for Dance by Eric N. Franklin
60
UMS 10-11
EXPLORE
OTHER RESOURCES
Behind the Scenes Volume 3: Music and Dance. First Run Features, 2002.
David Parsons episode covers some basic vocabulary (choreographer, movement,
shape, movement patterns, movement sequence) and highlights the different ways
to view dance (dancers are viewed from above, below, dancing to convey a story and
dancing “to look pretty.”) Adds cartoons, and various other images that echo movement providing a sense of broader context. Stage fight choreography is also included.
“Behind the Scenes,” a film by Juergen Wilcke.
Documentary: Dance Theater from Brazil, Grupo Corpo Companhia de Dança. West
Long Branch, NJ : Kultur, [2004], c1996.
A Dancer’s Journal: Martha Graham
http://artsedge.kennedy-center.org/content/3674
This interactive site introduces students to the life and work of Martha Graham,
known as “the mother of modern dance.” Students learn about specific Graham
dances through the journals of Jordy Kandinsky, a (fictional) new member of the Martha Graham Dance Company. In Jordy’s journals, students will find letters, newspaper
articles, checklists, photographs, video clips, and music that illuminate various aspects
of the dance Jordy is learning. Jordy’s journals for four Graham dances—Lamentation,
Appalachian Spring, Errand into the Maze and Diversion of Angels.
Dance Magazine
http://www.dancemagazine.com
Online version of Dance Magazine that includes a Young Dancer section, reviews, dance news, and features on dancers, choreographers, dance companies and
more.
GRUPO / TAYLOR
61
The Guardian’s Step-By-Step Guides to Dance
http://www.guardian.co.uk/stage/dance+series/stepbystepguidetodance
These guides break down the works of current choreographers in a humorous and accessible format. They cover biographies, elements of style, and quotes. Many well-known
choreographers are included, such as George Balanchine and Merce Cunningham.
The New Deal Stage: Selections From the Federal Theater Project 1935 – 1939.
http://lcweb2.loc.gov/ammem/fedtp/fthome.html
This online presentation includes over 13,000 images of items selected from the Federal Theatre Project Collection at the Library of Congress. Featured here are stage
and costume designs, still photographs, posters, and scripts for productions of Macbeth and The Tragical History of Dr. Faustus as staged by Orson Welles, and for Power,
a topical drama of the period (over 3,000 images). Also included are 68 other playscripts (6,500 images) and 168 documents selected from the Federal Theatre Project Administrative Records (3,700 images). The Federal Theatre Project was one of
five arts-related projects established during the first term of President Franklin Delano
Roosevelt under the Works Progress Administration (WPA).
Paul Taylor: Dancemaker. Docurama, 1998.
62
UMS 10-11
EXPLORE
R E L AT E D organizations
LOCAL
NON-LOCAL
UMS 10/11 DANCE SEASON
University Musical Society
American Dance Festival
Paul Taylor Dance Company
881 N University Avenue
715 Broad Street
551 Grand Street
Ann Arbor, MI 48109-1011
Durham, NC 27705
New York, NY 10002
(734) 615-0122
(919) 684-6402
(212) 431-5562
umsyouth@umich.edu
www.americandancefestival.org
www.ptdc.org
Jacob’s Pillow
Sankai Juku
Swing City Dance Studio
P.O. Box 287
c/o Pomegranate Arts
1960 S Industrial E & F
Lee, MA 01238
1140 Broadway, Suite 305
Ann Arbor, MI 48104
(413) 243-0745
New York, NY 10001
(734) 668-7782
www.jacobspillow.org
(212) 228-2221
www.ums.org
www.swingcitydance.com
www.sankaijuku.com
The Joyce Theater
University of Michigan
175 Eighth Avenue
Grupo Corpo
Department of Dance
New York, NY 10011
Av. Bandeirantes, 866 – Mangabeiras
3501 Dance Building
(212) 242-0800
30315 000 Belo Horizonte
Ann Arbor, MI 48109-2217
www.joyce.org
Minas Gerais, Brazil
(734) 763-5460
(+55 31) 3221 7701
www.music.umich.edu/departments/
New York City Center
dance
130 West 56th Street
www.grupocorpo.com.br
New York, NY 10019
Merce Cunningham Dance Company
Michigan Dance Council
(212) 247-0430
55 Bethune Street
P.O. Box 381103
www.nycitycenter.org
New York, NY 10014
Clinton Twp., MI 48038
www.michigandance.org
(212) 255-8240
Danspace Project
www.merce.org
131 East 10th Street
Wayne State University
New York, NY 10003
Alvin Ailey American Dance Theater
Dance Department
(212) 674-8112
The Joan Weill Center for Dance
4841 Cass Avenue
www.danspaceproject.org
405 W. 55th Street (at 9th Avenue)
Detroit, MI 48202
New York, NY 10019
(313) 577-4273
Dance/USA
(212) 405-9000
www.dance.wayne.edu
1111 16th Street NW, Suite 300
www.alvinailey.org
Washington, DC 20036
(202) 833-1717
www.danceusa.org
GRUPO / TAYLOR
63
BIBLIOGRAPHY
Anderson, Jack. Ballet & Modern Dance: A Concise History. New Jersey: Princeton Book Company, 1986.
Cheney, Gay. Basic Concepts in Modern Dance: A Creative Approach. New Jersey: Princeton Book Company, 1989.
Encyclopedia of Latin American History and Culture ed. Barbara A. Tenenbaum. New York: Scribnerâ&#x20AC;&#x2122;s Sons, 1996.
Foster, Susan Leigh. Reading Dancing: Bodies and Subjects in Contemporary American Dance. Berkley: University of California
Press, 1986.
www.grupocorpo.com.br
Kassing, Gayle. History of Dance: An Interactive Arts Approach. Illinois, Human Kinetics, 2007.
McDonagh, Don. The Complete Guide to Modern Dance. New York: Doubleday & Company, 1976.
www.ptdc.org
Taylor, Paul. Private Domain. New York: Knopf, 1987.
64
UMS 10-11
ABOUT UMS
GRUPO / TAYLOR
Photo: In Vaudeville Dancer with Chorus
65
UMS
W H AT I S U M S ?
The University Musical Society (UMS) is committed to connecting audiences with performing artists from around the world
in uncommon and engaging experiences.
One of the oldest performing arts presenters in the country, the University Musical Society is now in its 132nd season. With a
program steeped in music, dance, and theater performed at the highest international standards of quality, UMS contributes to a
vibrant cultural community by presenting approximately 60-75 performances and over 100 free educational and community
activities each season.
UMS also commissions new work, sponsors artist residencies, and organizes collaborative projects with local, national, and
international partners.
UMS Education and Community
Engagement Department
STAFF
INTERNS
Kenneth C. Fischer,
Emily Barkakati
UMS President
MAILING ADDRESS
100 Burton Memorial Tower
Neal Kelley
Claire C. Rice
Interim Director
Emily Michels
Mary Roeder
Sarah Suhadolnik
881 North University Ave
Ann Arbor, MI 48109-1011
Residency Coordinator
Omari Rush
Education Manager
66
UMS 10-11
UMS
U M S Y O U T H E D U C AT I O N P R O G R A M
10 THINGS TO KNOW
QUALITY
Every student deserves access to
ACCESSIBILITY
Eliminating participation barriers
“the best” experiences of world arts
Working directly with schools to
align our programs with classroom
• UMS subsidizes Youth Performance
and culture
K-12 SCHOOL PARTNERSHIPS
goals and objectives
tickets to $6/student (average subsidy:
• UMS presents the finest international
$25/ticket)
performing and cultural artists.
Ann Arbor Public Schools and the Washt• When possible, UMS reimburses bus-
• Performances are often exclusive to
• Superintendent of Ann Arbor Public
• UMS Youth Education offers person-
Schools is an ex officio member of the
alized customer service to teachers in
UMS Board of Directors.
• UMS Youth Performances aim to
order to respond to each school’s unique
present to students the same perfor-
needs.
mance that the public audiences see (no
watered-down content).
enaw Intermediate School District.
sing costs.
Ann Arbor or touring to a small number
of cities.
• 14-year official partnerships with the
• UMS has significant relationships with
Detroit Public Schools’ dance and world
• UMS actively seeks out schools with
language programs and is developing
economic and geographic challenges to
relationships with other regional districts.
ensure and facilitate participation.
• UMS is building partnerships with or of-
DIVERSITY
Highlighting the cultural, artistic,
fering specialized services to the region’s
ARTS EDUCATION LEADER
independent and home schools.
and geographic diversity of the world
One of the premier arts education
• Programs represent world cultures and
programs in the country
mirror school/community demographics.
• UMS’s peer arts education programs: Car• Students see a variety of art forms:
negie Hall, Lincoln Center, Kennedy Center.
classical music, dance, theater, jazz,
choral, global arts.
• UMS has the largest youth education
UNIVERSITY EDUCATION
PARTNERSHIPS
Affecting educators’ teaching practices at the developmental stage
program of its type in the four-state region
• UMS Youth Education is developing
• UMS’s Global Arts program focuses
and has consistent school/teacher participa-
a partnership with the U-M School of
on 4 distinct regions of the world—
tion throughout southeastern Michigan.
Education, which keeps UMS informed
Africa, the Americas, Asia, and the Arab
World—with a annual festival featuring
• 20,000 students are engaged each sea-
the arts of one region.
son by daytime performances, workshops
and in-school visits.
• UMS Youth Education was awarded
“Best Practices” by ArtServe Michigan
and The Dana Foundation (2003).
of current research in educational theory
and practice.
• University professors and staff are
active program advisors and workshop
presenters.
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KENNEDY CENTER PARTNERSHIP
TEACHER ADVISORY COMMITTEE
• UMS Youth Education has been a
Meeting the actual needs of today’s
member of the prestigious Kennedy
educators in real time
Center Partners in Education Program
since 1997.
• Partners in Education is a national consortium of arts organization and public
school partnerships.
• UMS Youth Education works with a
50-teacher committee that guides program decision-making.
• The Committee meets throughout
the season in large and small groups
• The program networks over 100 na-
regarding issues that affect teachers and
tional partner teams and helps UMS stay
their participation: ticket/bussing costs,
on top of best practices in education and
programming, future goals, etc.
arts nationwide.
IN-SCHOOL VISITS & CURRICULUM
PROFESSIONAL DEVELOPMENT
“I find your arts and culture workshops to be one of the ‘Seven Wonders of Ann Arbor’!”
–AAPS Teacher
DEVELOPMENT
Supporting teachers in the classroom
• UMS Youth Education places international artists and local arts educators/
teaching artists in classes to help educa-
• UMS Youth Education provides some
tors teach a particular art form or model
of the region’s most vital and responsive
new/innovative teaching practices.
professional development training.
• UMS develops nationally-recognized
• Over 300 teachers participate in our
teacher curriculum materials to help
educator workshops each season.
teachers incorporate upcoming youth
performances immediately in their daily
• In most workshops, UMS utilizes and
engages resources of the regional community: cultural experts and institutions,
performing and teaching artists.
68
UMS 10-11
classroom instruction.
UMS Youth Education Program
umsyouth@umich.edu | 734-615-0122
www.ums.org/education
SEND US YOUR FEEDBACK!
UMS wants to know what teachers and students think about this Youth Performance.
We hope you’ll send us your thoughts, drawings, letters, or reviews.
UMS YOUTH EDUCATION PROGRAM
Burton Memorial Tower • 881 N. University Ave. • Ann Arbor, MI 48109-1011
(734) 615-0122 phone • (734) 998-7526 fax • umsyouth@umich.edu
www.ums.org/education
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